Question 1

Describing British subcultural theory Downes argues that delinquency is:

Accepted Answer

A) premeditated 
B) rebellious 
C) conformist 
D) related to working class values 
A) premeditated 
B) rebellious 
C) conformist 
D) related to working class values C,D

Question 2

How are gangs said to invert traditional values?

Accepted Answer

They invert hard work and respectability as a means of creating an alternative world within which status can be achieved. In this sense it is perhaps closest to elements of Merton's 'rebellion' adaptation to strain as they experience 'status frustration'. Faced with such problems of adjustment, there is a search for a 'solution'. The response of the 'delinquent boy' is to join together with others in a similar position, forming the basis for the development of a delinquent subculture.

Question 3

Shaw and McKay (1942) argued that the high levels of juvenile delinquency found in the zone of transition were a product of social disorganisation in that part of the city. This social disorganisation was characterised by:

Accepted Answer

A) racial heterogeneity 
B) truancy 
C) poverty 
D) residential mobility 
E) 0 
A) racial heterogeneity 
B) truancy 
C) poverty 
D) residential mobility 
E) 0 A,C,E

Question 4

A 'zonal hypothesis' is concerned with:

Accepted Answer

A) global warming 
B) cybercrime 
C) punishing offenders appropriately 
D) an explanation of urban development 
A) global warming 
B) cybercrime 
C) punishing offenders appropriately 
D) an explanation of urban development

Question 5

In the early 1940s Shaw and McKay They found that the parts of the city with high delinquency rates were also characterised what?

Accepted Answer

The answer of In the early 1940s Shaw and McKay...

Question 6

How do proponents of cultural criminology describe the rise of its origins?

Accepted Answer

The answer of How do proponents of cultural criminology describe...

Question 7

Why was Matza critical of strain theory?

Accepted Answer

A) for its denial of responsibility 
B) for ignoring the role of machismo 
C) for its over-prediction of delinquency 
D) for ignoring female delinquents 
A) for its denial of responsibility 
B) for ignoring the role of machismo 
C) for its over-prediction of delinquency 
D) for ignoring female delinquents

Question 8

The Chicago School was a group of scholars whose background was mainly:

Accepted Answer

A) history 
B) criminology 
C) sociology 
D) psychology 
A) history 
B) criminology 
C) sociology 
D) psychology

Question 9

The Chicago School's research was largely:

Accepted Answer

A) quantitative 
B) statistical 
C) historical 
D) ethnographic 
A) quantitative 
B) statistical 
C) historical 
D) ethnographic

Question 10

Cultural or subcultural theories proceed from the basis that behaviour can be:

Accepted Answer

A) understood as a largely rational means of solving problems thrown up by existing social circumstances 
B) a solution (a delinquent solution) to the dilemmas posed by the dominant culture 
C) the result of genetics 
A) understood as a largely rational means of solving problems thrown up by existing social circumstances 
B) a solution (a delinquent solution) to the dilemmas posed by the dominant culture 
C) the result of genetics

Question 11

Why was the 'Chicago School' so called?

Accepted Answer

A) it concentrated on the activities of gangsters 
B) it was based at the University of Chicago 
A) it concentrated on the activities of gangsters 
B) it was based at the University of Chicago

Question 12

Where and when did British subcultural theories take off?

Accepted Answer

A) London 1930s 
B) North east England 1950s 
C) Birmingham 1970s 
D) Glasgow 1990s 
A) London 1930s 
B) North east England 1950s 
C) Birmingham 1970s 
D) Glasgow 1990s

Question 13

What is the 'lurch back to positivism'?

Accepted Answer

The answer of What is the 'lurch back to positivism'?...

Question 14

Expressive or emotional forms of violence are:

Accepted Answer

A) used to achieve a goal 
B) a response to some sort of challenge to honour 
C) class related 
D) used in armed robberies 
A) used to achieve a goal 
B) a response to some sort of challenge to honour 
C) class related 
D) used in armed robberies

Question 15

What is culture?

Accepted Answer

The answer of What is culture?...

Question 16

The Chicago School's zonal hypothesis had a 'zone of transition'. What was observed here?

Accepted Answer

A) deviant behaviour 
B) prostitution 
C) crime 
D) speeding 
A) deviant behaviour 
B) prostitution 
C) crime 
D) speeding

Exam 10: The Chicago School, Subcultures and Cultural Criminology

Describing British subcultural theory Downes argues that delinquency is:

How are gangs said to invert traditional values?

Shaw and McKay (1942) argued that the high levels of juvenile delinquency found in the zone of transition were a product of social disorganisation in that part of the city. This social disorganisation was characterised by:

A 'zonal hypothesis' is concerned with:

In the early 1940s Shaw and McKay They found that the parts of the city with high delinquency rates were also characterised what?

How do proponents of cultural criminology describe the rise of its origins?

Why was Matza critical of strain theory?

The Chicago School was a group of scholars whose background was mainly:

The Chicago School's research was largely:

Cultural or subcultural theories proceed from the basis that behaviour can be:

Why was the 'Chicago School' so called?

Where and when did British subcultural theories take off?

What is the 'lurch back to positivism'?

Expressive or emotional forms of violence are:

What is culture?

The Chicago School's zonal hypothesis had a 'zone of transition'. What was observed here?

Understanding Crime and Criminology

Crime and Punishment in History

Crime Data and Crime Trends

Crime and the Media

Classicism and Positivism

Biological Positivism

Psychological Positivism

Durkheim, Anomie and Strain

Interactionism and Labelling Theory

Control Theories

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Victims, Victimisation and Victimology

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Penology and Punishment

Understanding Criminal Justice

Crime Prevention and Community Safety

Policing

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Sentencing and Non-Custodial Penalties

Prisons and Imprisonment

Youth Crime and Youth Justice

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Race, Crime and Criminal Justice

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Criminal and Forensic Psychology

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