Solution Manual for Juvenile Delinquency The Core, 6th Edition

Solution Manual for Juvenile Delinquency The Core,

6th Edition

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 Chapter Eight

Peers and Delinquency: Juvenile Gangs and Groups

Learning Objectives

After reading this chapter, students should be able to:

1. Analyze the influence of peers on delinquency.

2. Outline the historical development of gangs.
3. Describe the makeup of gangs.
4. Compare and contrast the various theories of gang formation.
5. Evaluate the various forms of gang-control efforts that are in use today.

Chapter Outline

I. Adolescent Peer Relations

A. Peers in the Life Course
B. Peer Relations and Delinquency

II. Youth Gangs

A. What Are Gangs?
B. How Did Gangs Develop?

III. Contemporary Gangs

A. Extent
B. Location
C. Migration
D. Formation
E. Leadership
F. Communication
G. Gangs in Cyberspace
H. Types of Gangs and Gang Boys
I. Cohesion
J. Age
K. Focus on Delinquency / Gangs on the Net: Internet Banging
L. Gender
M. Ethnic and Racial Composition
N. Criminality and Violence

IV. Why Do Youth Join Gangs?

A. The Anthropological View
B. The Social Disorganization/Sociocultural View
C. Anomic/Alienation View
D. The Trait View

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 E. Life Course View
F. The Rational Choice View

V. Controlling Gang Activity

A. Law Enforcement Efforts
B. Community Control Efforts
C. Why Gang Control is Difficult
D. Juvenile Delinquency / Intervention: Cure Violence

Lecture Outline (correlated to PowerPoint slides)

I. Adolescent Peer Relations

2-6 LO1

A. Children between ages eight and fourteen seek out a stable peer group, and both
the number and variety of friendships increase as children go through
adolescence.
B. Peers in the Life Course
1. Cliques
2. Crowds
C. Peers and Delinquency
1. Peer group relationships closely tied to delinquent behavior
2. Co-offending: delinquent acts are committed in small groups
D. The Direction of Peer Influence
1. Social Control Theory
2. Labeling Theory
3. Social Learning Theory
4. Routine Activities Theory
5. Rational Choice Theory

II. Youth Gangs

LO2
7-8
A. Youth gravitate towards cliques that provide them with support, assurance,
protection, and direction
B. Peers provide social and emotional basis for antisocial activity
C. What Are Gangs?
1. Experts often at odds with the precise definition, a variety of definitions
exist
2. Expert Malcolm Klein argues two factors:
a) Members have self-recognition of their gang status and use special
vocabulary, clothing, signs, colors, graffiti, and names to set
themselves apart.
b) There is a commitment to criminal activity, although most spend
time in noncriminal activities.
3. The National Gang Center definition:
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part,
except for use as permitted in a license distributed with a certain product or service or otherwise on a password-
protected website for classroom use.
 c) Three or more members
d) Share an identity, linked to name and symbols
e) View themselves as a gang, recognized by others
f) Some permanence and a degree of organization
g) Involved in an elevated level of criminal activity
E. How Did Gangs Develop?
1. Not a recent phenomenon
a) Gangs in 1950s and 1960s – threat of violence swept the public
consciousness
b) Mid-1960s gangs seem to disappear; decline due to successful
community-based programs
c) Gangs re-emerge in the early 1970s in New York, south Bronx,
Los Angeles (Cribs, Bloods)
F. Gangs Reemerge
1. Involvement in the sale of illegal drugs, lured by the drug profits
2. A natural consequence of the economic and social dislocation, shift from
relative high-paying manufacturing to low wage service economy
3. Successful adult role models and stable families decline
4. Lure of gang and easy profits irresistible to kids who have no where else
to turn

III. Contemporary Gangs

9-21 LO3
A. Extent
1. At all levels of the social strata, from rural to metropolitan
2. More than 30,000 gangs, with almost 850,000 members
B. Location
1. Urban phenomenon, although significant numbers in small towns and
suburban areas
2. Large urban areas, transitional neighborhoods
C. Migration
1. Many jurisdictions have experienced gang migration.
2. More than half of all gang members come from other areas.
D. Formation
1. Involves a sense of territoriality
2. Live close proximity to one another, sense of belonging to an area of city
E. Leadership
1. Delinquent gangs tend to be small and transitory
2. Often members belong to more than a single group or clique
3. Develop extensive network of delinquent associates
F. Communications
1. Seek recognition from their rivals and community
2. Wall writings elaborate among Latino gangs
3. Secret vocabulary
4. Flashing and tossing signs can escalate into confrontations

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part,
except for use as permitted in a license distributed with a certain product or service or otherwise on a password-
protected website for classroom use.
 G. Gangs in cyberspace often use cell phones and internet to communicate
H. Types of Gangs and Gang Boys
1. Some devoted to violence and to protecting neighborhood or turf; some in
drug trafficking, others involved in recreational activities rather than crime
2. Modern gangs have several characteristics:
a) Mixture of racial/ethnic groups
b) Mixture of symbols and graffiti
c) Wearing colors associated with rival gang
d) Less concern over turf or territory
e) Members switch from one gang to another
I. Cohesion
1. Experts refer to gangs as near-groups, limited cohesion, and
impermanence.
a) Minimal consensus of norms
b) Shifting membership, disturbed leadership, and limited definitions
of membership expectations
2. Some gangs do have pockets or members who are structured and
organized.
J. Age: members age rang is wide, from 8 to 55 years old
K. Gender
5. Male-dominated enterprise
6. Females involved in three ways:
a) As auxiliaries (or branches) of male gangs
b) As part of sexually mixed gangs
c) As autonomous gangs
L. Girls in the Gang: Why Do Girls Join Gangs?
1. Variety of reasons:
a) Financial opportunities
b) Identity and status
c) Peer pressure
d) Family dysfunction, and
e) Protection
2. Can provide girls with a sense of “sisterhood”
M. Ethnic and Racial Composition
1. African American and/or Latino/Latina youth predominate
a) About one half are Latino
b) One third African American
c) About 10 percent European American
d) Rest being of other races, e.g. Asian
2. Ethnic distribution of gangs correspond to geographic location
3. African American Gangs
a) Black P. Stone Nation
b) Bloods
c) Crips

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 4. Latino Gangs
a) Mara Salvatrucha (MS-13)
5. Asian Gangs
a) Wah Ching
b) Joe Boys
c) Yu Li
d) The Tiny Rascal
6. Anglo Gangs
a) Punkers
b) Stoners
c) Skinheads
7. Hybrid Gangs
a) Mixture of racial/ethnic groups
b) Mixture of symbols and graffiti associated with different gangs
c) Wearing colors associated with rivals
d) Less concerned with territory
e) Members who switch gangs
N. Criminality and Violence
1. Commit more crimes than any other youths
2. More likely to report criminal behavior, have an official record, and sent
to juvenile court
3. Gang membership and crime relationship begins in early middle school
4. Criminality has numerous patterns

IV. Why Do Youth Join Gangs?

22-23 LO4

A. The Anthropological View

B. The Social Disorganization/Sociocultural View
C. Anomic/Alienation View
D. The Trait View
E. Life Course View
F. The Rational Choice View

V. Controlling Gang Activity

24-26 LO5
A. Law Enforcement Efforts
B. Community Control Efforts
C. Why Gang Control Is Difficult

Lecture Notes

Discuss the importance of group relations to the human development experience. Highlight the
many reasons why kids join gangs, and note that many times the cliques and friendship groups
are transformed into organized gangs. Most delinquent acts are committed in small groups and
the delinquent peers sustain the antisocial behaviors.
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except for use as permitted in a license distributed with a certain product or service or otherwise on a password-
protected website for classroom use.
Gangs are a group of kids who engage in delinquency together. Many experience social and
economic problems in their communities and also family issues. Gangs are located in urban and
suburban areas, most are males only, but the number of female gang members seems to be
increasing. Many gangs are racially and ethnically homogeneous and Latino and African
American kids have the highest numbers represented in the gangs. Violence is predominant in
the gang experience.

Gangs have their own set of values, norms, and acceptable behaviors. Revenge, honor, courage,
and prestige are some of these values. Their criminality has various patterns, from drug dealing,
to larceny/theft, aggravated assault, burglary, and “turf tax,” and from felonies to misdemeanors.
One study suggests that gang members account for 86% of all serious crimes.

Class Discussion/Activities

1. Prompt class discussion by asking students the question: If you were responsible for
developing a program that teaches kids about the dangers of gang membership, what
information and activities would you include in the program?
LO5

2. Discuss some of the perceived benefits for youth who join gangs. How might we as a
community turn those perceived benefits around in order to discourage and combat gang
membership?
LO4

3. Have the students pick a gang from the list provided in the outline and relate what they
know about that gang (off the top of their head) about the definitions, makeups and
theories of gang formation as discussed in the chapter. Have them present their findings
to the class.
LO 2-4

Assignments

1. Pick a gang and research how that gang was formed and its history. Report on the
formation and history of the particular gang and its relationship to one of the theories of
gang formation discussed in the chapter. The paper should be 2-3 pages in length.
LO3; LO4

2. Discuss your high school experiences with gangs, either directly or indirectly. Share your
reflections in a 10 minute presentation.
LO1-5

3. Pick one of the theories outlined in this chapter and write a 2-3 page paper outlining how
and why juveniles are influenced to join gangs.

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part,
except for use as permitted in a license distributed with a certain product or service or otherwise on a password-
protected website for classroom use.
Solution Manual for Juvenile Delinquency The Core, 6th Edition

LO1

Internet Connections

1. Gangland: Crip or Die Documentary:

https://www.youtube.com/watch?v=b-QqHTWpmOA

This video is a documentary on the how the Crips were conceived.

LO1-5

2. Former Gang Member, Ex Con, Graduate at Top of His Class

https://www.youtube.com/watch?v=EUODg4QXBcA

An interview with Angel Sanchez, a former gang member sentenced to prison for 30
years
LO1-5

What If?

1. What if you were a parent and your child was involved in gang activity? What would you
do to stop him or her from participating in the gang and help him/her get out?
LO1, LO5

2. What if you were a school administrator with limited funding and a huge gang problem?
What would you do to combat this problem? What type of intervention would you use?
LO1, LO5

3. Imagine you are a qualitative academic researcher and have been given the opportunity to
research a gang ethnographically. Considering the danger of this, how would you go
about doing so? How would you be able to get the research information needed, while
simultaneously being able to maintain your personal safety?
LO3

4. What if you were a community organizer tasked with unifying the gangs in your
community for the purpose of a gang cease fire? How would you go about bringing
groups with divergent goals together and helping them act collectively towards a
common goal?
LO1-5

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part,
except for use as permitted in a license distributed with a certain product or service or otherwise on a password-
protected website for classroom use.

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