The Correlation Theory Between Crime And Education

When viewing delinquency through the lens of age, it is observed that the prevalence of offending tends to increase from late childhood, peak in the teenage years (from 15 to 19) and then decline in the early 20s (Farrington and Petechuck, 2013). This bell-shaped age trend, often called the age-crime curve, is, according to Farrington and Petechuk (2013), universal in Western populations. However, when offenses are broken down into specific categories, the age-crime curve tends to vary from the one just mentioned. For example, the curve for violence tends to peak later than that for property crimes (Blokland, Arjan and Palmen, 2012). Girls peak earlier than boys (Farrington, 1986). The curve is higher and wider for young males (especially

The behavior of a criminal individual is a major center point for psychologists. Many experts have researched and debated the outcome of criminal behavior. Is it genetic makeup that makes an individual a criminal or is it their upbringing and background that influences their behavior? Studies and laboratory experiments have been used to try to determine the conclusion of an individual’s deviant behavior. The debate of this topic has resulted in concepts that both DNA and the conditions of an individual’s environment do play an important factor in the misconduct of an individual. There are also criminology theories such as classical theory, positivist theory, and deterrence of theory that help support the study of criminal behavior. These theories

Researches have continuously tried to explain why people commit crime and engage in juvenile delinquency. Over the past century, many theories have emerged and been adopted as the main contributing factors for why juveniles engage in deviant behaviors. Some theories, such as

During the 19th century, poverty was widely seen as one of the main drivers of crime(Burney, 161). Many families that were starving were driven to theft. For some lower class families, crime was an easy way out, but for others it was a necessity. Furthermore, education affected crime in various numbers of ways. One direct effect of education is that it reduced the amount of time for criminal activities to those enrolled in school(Wong, 239). The older offenders committing crimes were too late to benefit from the spread of educational opportunities and they were more likely to commit crimes. Overtime, education resulted in a significant decline in juvenile offenders(Wong, 239). The unemployment rate had a significant effect on the crime rate as well. Many people found themselves without jobs and homes. Unemployment implied that the increasing risk of finding a good job encouraged crime.

Education was also a factor of recidivism. Individuals who did not have a high school education were one and a half times more likely to return to prison (Matheson, Doherty, & Grant, 2011; Wikoff, Linhorst & Morani, 2012).

Aizer, Anna & Doyle Jr., Joseph J. (2013). Juvenile incarceration, human capital and future crime: evidence from randomly-assigned judges. National Bureau of Economic Research

There are several theories that are used to explain why people commit crimes. These theories cover a range of scientific studies that still continue to be used in crime studies today. By using these theories and information gathered, an explanation of the criminal behaviours will be examined and explained relating to each supporting theories. The traditional explanations for crime are nature vs. nurture debate and the ideas relating to any possible biological reasons that turns someone into a criminal. Are some people really just ‘born bad?’ or are there other, social reasons for criminal behaviour? In this essay I will look at both sides of the argument, and offer an insight into the reasons behind such criminal behaviours. The Classical

Introduction Identifying the main reason behind the crimes committed by youths in the current world is difficult because of the socialization complexity and social mechanisms that surround the presented cases. Nevertheless, there are many reason why juveniles engage in delinquent behaviors. Some reasons can be but are not limited to one’s environment which includes family institutions, friends, schools, and social systems that may put them at-risk. Personality traits also play a critical role for antisocial behaviors, which have been known to be linked with delinquent behaviors. Despite these many factors, the punitive model of juvenile justice has been embraced in order to hold juveniles more accountable for their criminal acts and to introduce a level of punishment into juvenile justice (Taylor & Fintsch, 2015).

Criminal behavior has been around for centuries, which is why many criminologist study and create theories based on criminal behaviors. They do this as a preventative measure, if you can find a causation of a crime you can stop its occurrences. Criminologist, took these theories and broke them down into three major factors of criminal behavior, psychological, sociological, and biological. Each factor focuses on a key component of criminal behavior, which is explained in theories. However, these theories all have strengths and weaknesses, which is what will be illustrated in this article.

In today's society, one will find that there are many different factors that go into the development of a criminal mind, and it is impossible to single out one particular cause of criminal behavior. Criminal behavior often stems from both biological and environmental factors. In many cases criminals share similar physical traits which the general population do not usually have. For example criminals have smaller brains than properly adjusted individuals. However biological reasons cannot solely be the cause of criminal behavior. Therefore, one must look to other sources as to how a criminal mind is developed. Social and environmental factors also are at fault for developing

Combining age-graded theory and anomie theory would help explain criminality by using more variables that have been proven reliable. Merton 's theory created in the 1930s is ‘incomplete’ (Messner, & Rosenfeld, 2006) and life-course may help complete this theory. Anomie factors affect a person in adolescents differently than a person in adulthood, this is why adapting life course with anomie can be helpful. Merton states his view of biological variables, “It provides no basis for determining the non-biological conditions which induce deviations from predicted pattern of conduct.” (Merton, 1938, p.672). Individual variables like biological factors are important, but they are aspects of criminality.

Criminal behavior is something that affects everyone, even if you don’t particularly engage in the act itself. Every time a crime is committed, we often find ourselves wondering what led that person to do that crime. We wonder why they did it because it is something that we could never do, so therefor we cannot fathom the act of engaging in criminal activity. Some people feel that people only engage in it just because they lack the thing that they try to steal or because of their specific background and race. In actuality, there is a link between criminal behavior and the lack of education. However there is also a link between the attainment of education and criminal behavior.

Criminals are born not made is the discussion of this essay, it will explore the theories that attempt to explain criminal behavior. Psychologists have come up with various theories and reasons as to why individuals commit crimes. These theories represent part of the classic psychological debate, nature versus nurture. Are individuals predisposed to becoming a criminal or are they made through their environment. There are various theories within the biological explanation as to why individuals commit criminal behavior, these include: genetic theory, hereditary theory,.

Juvenile offending is a major problem in society. Understanding the risk factors that contribute to the increased likelihood of a juvenile to engage in delinquency is important. There are many factors that can influence the increased risk of juvenile delinquency. These factors include poverty, low socioeconomic status, age (Jarjoura, Triplett, & Brinker, 2002), race, gender (Lucero, Barret, & Jensen, 2015), education (Lucero, Barret, & Jensen, 2015; Jarjoura, 1993), and family structure (Anderson, 2002; Kierkus & Hewitt, 2009). It is important to examine if some risk factors can contribute more than others and to what extent they interact with one another. This paper will discuss three important risk factors that contribute to the likelihood of juveniles engaging in deviant acts. The three risk factors discussed are poverty, family structure, and educational attainment. In addition, this paper will demonstrate how these three risk factors interact with one another, resulting in a higher propensity for involvement in juvenile delinquency.

It is possible to consider the notion that some people may be more predisposed to committing a criminal behaviour or could become a criminal by committing an offence (Gottfredson, Hirschi 1990). For example, people in certain areas have a higher rate of crime. This higher crime rate in those areas seems to remain constant over time (Hayes, Prenzler, 2009). There may be many reasons influencing this phenomenon including socio-economic, and the limited resources associated with this (including less money and fewer services). This may be a factor contributing to the reason people living in these areas become a criminal – that is, to survive (Baumer & Gustafson, 2007).