Does Social Class Influence the Chances of Being Involved in a Crime - Essay Example

Often times in society, people who live in poorer neighbourhoods and are from a lower social are forced to deal with a variety of things that other members of society do not. They are forced to live without items that many other people around the country would consider necessities and also have to deal with a number of different stereotypes. One of these such stereotypes is that poor people, or people from a lower social class, are more likely to involve themselves in criminal behaviour. This ideology also incorporates racism into it, as many of these people from lower social classes are minorities. Things like gang violence and its connection to the entertainment industry are reasons for these stereotypes, although there are gangs in socially affluent neighbourhoods that cause problems as well. Another issue that is present is that since people from lower social classes come from lower income homes, they will grow up in poorer neighbourhoods and, therefore, have a lesser education than others, as “individuals or areas suffer from a combination of linked problems such as unemployment, poor skills, low incomes, poor housing, high crime environments, bad health and family breakdown” (Bilton 2002, P. 81). This will lead to them not having the same chances at a career and being more likely to turn to a life of crime. People from lower classes are not inherently more likely to commit crimes, but the stereotypes that are present about these classes has led to this belief becoming prevalent and the lack of education for these people has led to many of them turning to a life of crime in response. Through things like the music industry and the film industry, inner city areas in places like Los Angeles County have been the victim of a mythology. This mythology portrays the inner city as the only source of gang related activity in the area. The most famous example of this is the city of Compton, which has been made into a war ground by various movies and albums when the truth is, gang related activities are happening all over the Los Angeles area. This myth can cause people who do not know any better to both be scared of the inner city, and also be lulled into a false sense of security about their own area of the city because “incidents inner-city unrest were defined as race riots, and, more generally, there was a strong association between race and violence, conflict, crime and social problems. Van Dijk points out that even the non-violent actions of ethnic minority people often attracted the use of aggressive metaphors by the press” (Bilton 2002, P. 179). Street gangs are a problem that needs to be dealt with countywide, not just in the inner cities. This is allowed to occur in the media because depending on the political views of a reporter, columnist, author, or news agency, the facts can be reported in a variety of different ways. This can often cause controversy regarding the truth, as different sources report differing things as being true. Also, “official statistics are very poor indicators of crimes rate and, in fact, may arguably reveal more about the reporting and recording practices of the police and the public that they do about actual levels of offending” (Hale et al. 2005, P. 159). This is also true when speaking of historical events, as different people will speak differently of different events, depending on their political affiliation and beliefs. By slating the information in a particular way, the reporter can further his or her own political agenda, by making his or her beliefs seem like the right ones. If a person is a conservative politically, it would not make much sense for him or her to report the news in a manner that would support liberalism and vice versa. This is apparent in the way that many different news organizations report the news on a daily bases. There are clearly some political biases that distort the fact, in order to best serve the beliefs held by the people at these agencies. In a historical sense, it would not make much sense for a government to re-tell history in a manner that makes it seem tyrannical or even blood thirsty, so based on these political goals, the government can simply choose to leave certain aspects of history out. Therefore, the news is “best understood as (a) national rather than global phenomena; and as best characterized in terms of continuity rather than revolution;” (Held 2000, P. 49). This makes it possible for them to manipulate public opinion in the manner that best compliments their objectives. Also, “in the contemporary era, culture has become increasingly mediated; and television-viewing is a major leisure activity in the Western world,” (Held 2000, P. 48) which allows for certain forms of cultural diversity to be manipulated through the television. By placing people of different cultural origins in popular roles on television, the media is able to change public perception of these cultures, which promotes choice and diversity in society. The reality of the situation, however, is that gangs are more than just an inner city problem. The suburban cities and Pasadena and Pomona have reported very high gang related drug sales. Research has shown that “in Pomona, 15 separate gang names were noted among 113 offenders” and “This pattern of concentration emerged even more dramatically in Pasadena where 18 gang names were recorded for 132 gang suspects” (Maxon 1995). These cities both fall under the category of mid-sized suburban cities, with both having a population of about 130,000 and are both in the Great Los Angeles metropolitan area. These two cities are facing higher than average gang related homicides and drug sales than similar sized cities throughout the country. Their law enforcement agencies also report a very high level of gang activity that is comparable with much larger cities. Also, the San Fernando Valley reported a 60% increase in murders mostly because of gang related homicides in 2001. The truth of the matter is those gangs have spread into suburban areas because they want to make their “turf” as widespread as possible. There are so many gang members around, that it is easy for them to expand and cover more area. Also, while there is no academic research to support it, these suburban areas have more money in them and, therefore, more chances for gang members to make money in the drug industry. The reality is that street gangs are a problem all over Los Angeles, not just in the inner cities. Also, it has been reported that “surprisingly, there was no significant difference in self-reported gang membership or pressure to join gangs between our rural and urban samples. Although this finding needs to be replicated with additional data from studies using multiple data sources (e.g., self-report surveys and police/crime reports), rural educators should be alarmed by the high rates of self-reported gang allegiance” (Evans 1995, P. 10). Black neighbourhoods are still among the poorest in the country and blacks are also more likely to work lower paying jobs, as “black people are more vulnerable on all counts: more prone to unemployment, more likely to be low-paid, more likely to be in insecure employment” (Bilton 2002, P. 79). In order to escape this reality, more blacks have begun turning to drugs and alcohol. They are more likely to be stereotyped as selling drugs and pimping prostitutes, as these are two of the only ways that they can make a living without having a good job. Their schools are also generally among the lowest academically in the nation, as very few resources are put in to them by the government. This has led to increasing anger among certain members of the black community as was seen in1965, when “a routine traffic stop in Central Los Angeles turned deadly, sparking the Watts Riots“ (Holbert and Rose 2004, P. 34). Watts is a very poor neighbourhood in South Central Los Angeles where unemployment and drug abuse are very large problems. When a young black man was arrested for drunk driving in the neighbourhood, it sparked six days of rioting that left thirty-four people dead and caused $30 million worth of property damage. This riot was symbolic of a new movement in the black community that was slanted towards militancy. This has become another stereotype of African Americans, as many in American society believe that blacks are more likely to commit violent crimes because of highly publicized events such as these. It became more and more common for black citizens to murder white police officers who they believed were racist in various areas all over the nation after these riots, which is one reason why many members of society to not get upset when a minority is killed by a police officer. Society feels as though the minority was probably behaving in a violent manner and, therefore, the police officer was merely defending him or her self, as “opportunities for the operation of selectivity based on assumption, value judgements, stereotypes and prejudices are not just confined to policing but run throughout the criminal justice process” (Hale et. Al. 2005, P. 359). These stereotypes that are present are very damaging to the psyches of minority groups in the United States, as they provide little hope for the future, which can lead to an increase in criminal activity. Another thing that adds to this problem is the lack of educational resources that many individuals in poor neighbourhoods are prone to. If an individual grows up in a poor neighbourhood, he or she is expected to act a certain way and to have a lack of education. These stereotypes, which are presented frequently in the media, have become more powerful than reality for many individuals. This leads to a feeling of hopelessness, which can often lead to a life of crime because very few alternatives appear to be present. This lack of choices as far as careers and even the chance to further one’s education is a stepping stone for a life of crime and that is why those from a lower class commit more criminal offences. One such reason for these stereotypes goes beyond racism and into classism, which is similar, but does have certain differences. Classism is a growing trend in the United States, and other western nations, as the disparity between the upper class and lower class continues to grow. Because of this the neighbourhoods are becoming increasingly class orientated and, therefore, education levels are being impacted by this. Students from poorer families are less likely to attend university because, first of all, the financial burden is often much too much to bear. Secondly, they also feel as if they are not welcome in more prestigious universities, due to the fact that they are dominated by those who have lived a more privileged lifestyle. Also, those from high classes will often have parents who have completed university and, therefore, they will have more support from home, which is vital to any academic success at this level. There are also many stereotypes that accompany the different classes, making those from lower classes more likely to accept lower grades, since they have already been stereotyped as being less intelligent. They are more likely to be made fun of in an educational environment because of the clothes they wear, or even what they eat for lunch, which causes them to have to deal with much more than the average student would at the high school level. The education levels that poorer children receive are also affected by the teachers that are provided to them. Since most poor children attend inner city schools, which are a much less desirable work environment than suburban schools, they will only get less experienced, less qualified teachers, which negatively impacts that education levels that they will receive. Combine this with the fact that their schools are generally older, with poor facilities and grounds, as well as equipped with less technology and up-to-date materials, and it is possible to see how why children from lower income households, and therefore lower classes, receive a much lesser education than more privileged individuals. Other research is present that examined the important role that social class play on the psyche of a student and the affect that this has on his or her academic performance. Although “universal access to public elementary and secondary school in the United States is a central pillar supporting the American Dream,” it is not always a “combination of hard work and individual traits, such as perseverance and intelligence” (Ostrove and Cole 2003, P. 683) that lead to financial success. In this article, the authors suggest that since the lower classes of society are stereotypes as being less intelligent than the higher classes, that many student will not live up to their full potential because they are too preoccupied with overcoming these stereotypes. This leads them to put too much pressure on themselves and, in turn, allows for them to be overcome by these expectations. Poorer students are also likely to receive a lesser education, as the better and more experienced teachers in society will not want to teach in poorer neighbourhoods, as these neighbourhoods generally have a higher crime rate and are therefore more dangerous. Social class also leads to students accepting a social identity that might lead them down a certain career path, based on what the expectations placed upon them are. They are less likely to want to exceed their expectations because they feel as if their roles in the society are already predefined. They can also feel as though if they are to attend a more prestigious school that they will forget where they came from and will enter a completely different society where they are an outsider. Social class also affects the treatment that a student will receive at school, as those who do not have expensive name brand clothes are often the targets of bullying and teasing. This can cause the student to live down to the treatment that he or she receives and be content with simply getting out of school, rather than succeeding. These students can also be unfairly accused if something goes wrong at the school, as those with less money are often stereotyped as being troublemakers or sometimes even dangerous. The grades that these students receive will very often reflect this status in society, as they are expected to fail because of their social class. This study gives examples of why those from lower social classes often do not perform to the same level as those from high social classes. The issues discussed show that it is often not simply a matter of them being less intelligent, but rather an issue of living up, or down, to the stereotypes that are placed on the various classes. Research also shows that poor students and students who attend inner city schools are much more likely to drop out than students who attend school in suburban neighbourhoods. This problem also has racial issues, since Hispanics and African-Americans are more likely to attend these inner city schools. Poorer student also continue to score 10% lower on tests that the rest of society, while upper class students score much higher than the other classes. One reason for this is the amount of money that is put into the schools in different neighbourhoods. Schools in the inner city will usually have many more students per classroom than in suburban schools but, despite this, the government spends more per student on suburban schools. This causes the teachers to be less qualified for the subjects that they teach, for the subject materials to be outdated and unacceptable, and for the school grounds to be older and in much worse shape. There are also more safety issues in these schools, as violence is more common and, therefore, many students are afraid to attend school. Another reason for the difference in education levels is that “poor children bring many problems to school than that more affluent children usually avoid, all of which affect their readiness to learn and their ability to take advantage of what they are taught” (Hochschild 2003, P. 827). This shows that these children, often times, have much larger issues to deal with than attaining an adequate education and, therefore, they will not take their education as seriously as they should. These social issues that they face include “poor health and nutrition, greater family instability, more frequent moves, less safe communities, fewer books and educational resources” (Hochschild 2003, P. 827) which makes it easier to see why many of these students find it difficult to concentrate to the level that they should in school. This study shows that the differences between the education a child receives is a class issue because governments will be more likely to spend money on students from higher classes because they see them as having higher achievement levels. It is a vicious cycle because those in the lower classes find it difficult to achieve beyond the stereotypes that they are given, due to the fact that they are not given the same levels of materials, teachers, facilities, or technology as those from higher income communities, so “the role of parental income in determining the quality and quantity of education obtained by children is very strong” (Gregg et al. 2003, P. 278). In order for this trend to be discontinued, the government must step in and make a commitment to giving every student the same level of education, or else this disparity will continue for generations to come. While there are not any universals, it is generally conceded that since those who belong to high social classes have more money, that they will be given a better education. This is a direct result of having better facilities, teachers, home circumstances, greater use of technology and learning materials, which are by-products of living in wealthier neighbourhoods. These students will also be more likely to attend university in general, and are also more likely to attend high end universities, where they will undoubtedly receive a better education. This, however, continues the cycle, as receiving a better education usually leads to getting a better job and, therefore, having more money. This money, and the values associated with it, is then passed down to the next generation of the family, which affords that generation the academic privileges that are associated with having financial security. Classism is quite possibly the number one factor in the outcome of a child’s education, as it give those from high classes a head start in the learning process and, therefore, gives them an unfair advantage in the quest to attend university, which subsequently given them a better chance of attaining the wealth that is associated with professional jobs. The problems in poor neighbourhoods run much deeper than simply the crime. Problems like a lack of education and racial and cultural stereotypes are issues that are keeping these areas down, which is why the lower class is looked down on by society. Many times, poor neighbourhoods are full of minorities, with many of these individuals lacking the education to truly excel in life. This leads to stereotypes being brought forth in the media which, in turn, leads to the ideology that those from the working class are dangerous criminals continuing. While highly publicized gang activity is present in many poor neighbourhoods, less publicized, yet just as dangerous, gang activity is present in upper class neighbourhoods as well. The reason for the belief that lower class individuals are more likely to commit crimes is that there have been a few highly publicized cases throughout history in these neighbourhoods and the media has turned these instances into the perceived truth. Also, since inhabitants of these areas are less likely to receive a good education, there are less opportunities for advances for people who lives in working class neighbourhoods. Working class individuals may not be more likely to commit crimes, but the perception that they are will not change until the way these individuals are viewed by popular culture and the media does. Works Cited Bilton, T. et al. (2002) Introductory Sociology: Fourth Edition, Hampshire: Palgrave Macmillan. Evans, W.P; Fitzgerald, C; Weigel, D, (March 1999), “Are Rural Gang Members Similar to Their Urban Peers?”. Youth and Society. Vol. 30 No. 3. Reno: University of Nevada. Gregg, P. and Wadswarth, J. (eds), (2003), The Labour Market Under New Labour: The State of Working Britain, Hampshire: Palgrave Macmillan. Hale, C. et al. ed (2005) Criminology. Oxford: Oxford University Press. Held, David. (2000), A Globalizing World?: Culture, Economics, Politics. London: Routledge. Hochschild, Jennifer L. (December 2003). “Social Class in Public Schools”. Journal of Social Issues. Volume 59. Issue 4. P. 821. Holbert, S. and Rose, L. (2004) The Colour of Guilt & Innocence: Racial Profiling and Police Practices in America. San Ramon, CA: Page Margue Press. Maxon, Cheryl L. (September 1995), “Street Gangs and Drug Sales in Two Suburban Cities”. NIJ Research in Brief. Ostrove, Joan M. and Cole, Elizabeth R. (2003). "Privileging Class: Toward a Critical Psychology of Social Class in the Context of Education". Journal of Social Issues. Vol. 59. No. 4. Pages 677-692. Read More