Exam 8: Differential Association

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Differential association theory, developed by sociologist Edwin H. Sutherland, posits that criminal behavior is learned through social interaction with others. According to this theory, individuals learn the values, attitudes, techniques, and motives for criminal behavior through their interactions and communications with others, particularly within intimate personal groups.

When considering why one youth becomes a gang member while another with similar qualities becomes a model student-athlete, differential association theory would suggest that the difference lies in the patterns of association and the social environment each youth is exposed to. Here are some factors that might influence their divergent paths:

1. **Social Environment**: The youth who becomes a gang member may live in a neighborhood where gangs are prevalent, and where there is a higher likelihood of interacting with gang members. The model student-athlete, on the other hand, might live in an environment where educational achievement and sports are valued and supported.

2. **Family Influence**: Family can play a crucial role in shaping behavior. If the youth who joins a gang comes from a family with a history of gang involvement or criminal behavior, they may be more likely to adopt these behaviors themselves. Conversely, the student-athlete might have a family that encourages academic and athletic success.

3. **Peer Groups**: The company that each youth keeps can significantly influence their behavior. The future gang member might associate with peers who are already involved in gangs or criminal activities, while the student-athlete might surround themselves with peers who are focused on academics and sports.

4. **Intensity and Duration of Relationships**: Differential association theory also considers the intensity and duration of relationships. If the youth who becomes a gang member has more intense and prolonged exposure to criminal norms than to conventional norms, they are more likely to engage in criminal behavior. The student-athlete, in contrast, might have more enduring and meaningful relationships with coaches, teachers, and peers who reinforce positive behaviors.

5. **Communication and Learning**: The specific content of what is learned from others is also important. The youth who joins a gang may learn rationalizations for criminal behavior, techniques for committing crimes, and attitudes that are supportive of deviance. The student-athlete, however, might learn the importance of hard work, discipline, and the rewards of achievement.

6. **Opportunities**: Opportunities for legitimate or illegitimate activities can also influence behavior. The gang member might have limited access to legitimate opportunities for success and may see the gang as a way to achieve status and material goods. The student-athlete might have access to better educational resources, sports programs, and scholarships, providing a clear pathway to success through legitimate means.

In summary, differential association theory would argue that it is not the inherent qualities of the individual that determine whether they become a gang member or a model student-athlete, but rather the social context in which they learn and develop. The interactions and communications they have with others, the norms and values they are exposed to, and the opportunities available to them play a critical role in shaping their choices and behaviors.