Past = Theory/Methods Comprehensive Exams

DEPT. OF = CRIMINAL=20 JUSTICE & POLITICAL SCIENCE

NORTH DAKOTA = STATE=20 UNIVERSITY =20 FARGO, = ND

<= ![if !vml]> 3D---

Past=20 Theory/Methods Comprehensive Exams

January=20 2006

Section A. = Choose 1 of these=20 2 questions:

A1.=20 One of the primary goals of Criminology is to advance theories of = criminal=20 behavior. Discuss the strengths and weaknesses of various approaches to = theory=20 building, such as Invention, Elaboration, and Integration. Compare each = of these=20 to the idea that theories should be subjected to =93competition.=94 = After discussing=20 each approach, present an example of each. Given your opinion about the = single=20 most important criteria of a =93good theory,=94 which approach and = theory offers the=20 best foundation for future theory development?

A2.=20 In a recent presidential address to the ASC, = John Laub discussed the life course of criminology and = crucial=20 turning points in theory development. Using the same logic, trace the = life=20 course of criminological theory and identify five turning points in the=20 direction of theory development. Explain the impact of each turning = point you=20 choose, why each is important, and the impact of each on the current = state of=20 the discipline.

Section B. = Choose 1 of these=20 2 questions:

B1.=20 Assume that you are to deliver the presidential address at the next = meeting of=20 the American Society of Criminology. The title of your address is: = =93The Origins=20 and Future of Scientific Criminology.=94 The focus of your address is on = scientific research about criminal/delinquent behavior. Provide a draft = of your=20 address in which you review and analyze the major behavioral research=20 developments of this research inventory as of the early 21^st = century=20 and your assessment of the shortcomings of this research along with your = recommendations for future research to address these=20 shortcomings.

B2.=20 Comment on the following statement: =93Self-reports and victimization = studies have=20 added little to our knowledge of delinquency that we did not already = know from=20 the use of official statistics.=94 Whether you agree or disagree with = the=20 statement, 1) be specific about the details of your reaction, 2) cite = relevant=20 studies and/or authors you think support your arguments, and 3) draw a = major=20 conclusion about the relative utility of the three types of=20 data.

Section C. = Choose 2 of these=20 4 questions:

C1.=20 Historically, Classical School and Positive approaches to crime were based = on distinct=20 assumptions about free will, rationality, and crime =93causation.=94 = Trace the main=20 ideas of these approaches and discuss, in some detail, how rational=20 choice/perceptual deterrence theories have blended these traditions with = a focus=20 on =93bounded rationality=94 and the determinants of=20 decision-making.

C2.=20 The crime rate in the United=20 States has=20 continued to drop since 1992. Identify a pair of theories that would = best=20 explain the crime drop in America. Be sure to justify your response by = identifying=20 appropriate literature and research (both past and=20 present).

C3.=20 In a recent article in Criminology, Haynie = et al=20 (2005) set out to test the idea that a romantic partner might have = implications=20 for the probability of delinquency and adult crime. Several theories in=20 criminology are capable of considering this association. Discuss three = theories=20 in criminology that in your view attempt to facilitate an explanation = between=20 romantic involvement and delinquency/crime. Be specific regarding = whether and=20 how the romantic partner might contribute to=20 delinquency/crime.

C4.=20 =93Control=94 has been a persistent theme throughout criminological = theorizing.=20 Citing the empirical evidence, compare and contrast = the role=20 of =93control=94 in deterrence, social disorganization, social control, = and=20 conflict/feminist theories.

<= ![if !vml]> 3D---

August = 2004

Group A =96 = Answer one of the two questions in = this=20 Group.

Assuming that one of our goals is to advance = theories=20 of criminal behavior, discuss the strengths and weaknesses of = "invention",=20 "elaboration" and "integration" as techniques of theory = building. =20 Contrast each of these with the position that theories should be = subjected to=20 "competition." After explaining each of these approaches, discuss an = example=20 of each. Given your opinion about the single most important = criteria of=20 a "good theory", which approach and theory offers the best foundation = for=20 future theory development.

Criminological theories that link micro and = macro=20 levels of analysis are relatively rare in the field. How do you = explain their=20 rarity? Do you think that these kinds of approaches improve on more=20 traditional theories? Why not or how so? Finally, give an example of = one=20 theory that has attempted to link micro and macro levels of analysis = and=20 evaluate its contribution to the field.

Group B =96 = Answer three of the six questions in = this=20 group.

1. =20 The = empirical=20 outcomes for both deterrence theory and labeling theory appear to = provide=20 support for each theory. Explain why this is so and assess the = contributions of=20 reintegrative shaming and/or defiance = theories to this=20 argument. Review the empirical evidence for each of these positions, = including a=20 discussion of the methods used to generate support. Then, construct and = briefly=20 discuss a research design that would sufficiently allow us to assess the = relative empirical merit of these theories.

2. =20 The = feminist=20 critique of criminological theorizing claims that extant theory is = male-centered=20 and generally does not account for female experiences (including = participation=20 in crime and delinquency). Briefly summarize the main points of the = critique;=20 assess the empirical evidence around these claims; identify and evaluate = a =93new=94=20 theory that purports to account for gender differences in crime and/or=20 delinquency. What are the implications of your findings for future = theory and=20 research?

3. =20 Some = theories of=20 crime are very general in that they attempt to explain all kinds of = crime;=20 others are more specific, explaining only certain kinds of crime or = types of=20 offenders. Are there multiple routes to delinquency? Within the = framework of=20 general vs. specific theories, assess the dynamic model of crime = causation by=20 discussing theories that account for early and late starters and for = changes=20 over the life course. What are the merits of the dynamic approach and = what does=20 the empirical literature have to say about its viability (in either = general or=20 specific form)?

4. =20 Social = class has=20 been one of the central variables in criminology for 75 years. Discuss two theories (Group A) = that are=20 distinctly class-based theories of crime and delinquency and two = theories (Group=20 B) that do not need to employ social class as an important component of = the=20 theory. Select and defend = the role=20 of social class in either = Group A or=20 B based on the empirical status of social class in the criminology=20 literature. =

5. =20 James Q. = Wilson has=20 been critical of criminology over the years because he contends that the = facts=20 of crime do not readily lend themselves to policy action. Select five known correlates = of=20 crime. Critique=20 Wilson=92s statement by discussing the role of = mediators in=20 assisting us to understand how each correlate might explain crime and=20 delinquency. Describe how = the=20 correlate-mediator nexus might help produce policies that will = effectively=20 reduce crime?

6. =20 Akers and = his=20 colleagues have contended that social learning theories are compatible = with all=20 major sociological theories and that social learning theory can be = employed to=20 integrate extant formulations to achieve more comprehensive explanations = of=20 crime and deviance. = Outline the=20 major features of social learning theory and evaluate the social = learning=20 theorists=92 claims by discussing the relation between social learning = theory and=20 other perspectives. =20

<= ![if !vml]> 3D---