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Crime and Social Stratification

Assignment Brief

Crime and social stratification - 2000 word (maximum including reference list) critical commentary. Allow 1500 words for the written commentary (plus or minus ten per cent) and approximately 500 words for the reference list (that should equate to around 20 references)

Coursework 2: Critical commentary to focus on Phase Two: Crime and Social Stratification: age and crime

Critical argument based on one of the issues covered in the workshops drawing on relevant literature and theory

Present in Word document using 12 point font (Times New Roman) or equivalent size alternative font, double line-spaced

Title page to include:

  1. Your student number

  2. Module number and title (306CRM Crime and Social Diversity)

  3. Module leader

Title (Coursework 2: Critical commentary)

Year (2018/19)

  • The assignment

  • A list of references at the end of each assignment to include all of the references in the text of the assignment listed in alphabetical order of lead author surname.

Present the critical commentary in A4 Word format using 12-point font text with double line spacing. Do NOT present in single line-spacing. the word count for this assignment at the end of the text before the reference list.

  1. Be critically reflective.

  2. You may write from your perspective (first person)

  3. Assess key issues from workshop analyses and draw your own conclusions

  4. Present your argument backed up by evidence (from proper sources properly referenced)

  5. Demonstrate awareness of how your chosen topics relate to other module topics (synthesis)

  6. Relate to theoretical framework

Critical commentary or a critical analysis paper. A critical commentary is basically your chance to evaluate a referenced work by drawing in on aspects that you may agree with, and offering a critique for the points that you may feel have not been expressed correctly. For instance, you may be asked to identify bias, consider the context of the text and propose an alternative depiction of the issue.

A critical commentary involves exploring a particular social issue and evaluating its effects and consequences. It should take the form of the development of an argument from your own standpoint; that is, your own opinion based on your informed understanding of the issue and with an appropriate evidence base to substantiate your view. Ordinarily it would be a concise statement produced from the kind of conceptual plan that is the subject of coursework 1, except in this case you will choose one of the topics from phase two of the module: Crime and Social Stratification for the critical commentary. First you will choose your broad topic area, for example age and crime or gender and crime, and then you will need to focus on a specific issue within that area. Please note this assignment is NOT AN ESSAY. If you write it as a typical essay you will be marked down.

The sources for the development of your ideas and argument - for example:

Fear of crime and high crime levels have been inexorably linked to physical deterioration in neighbourhoods (Wilson and Kelling 1982).

Module learning outcomes:

  • Demonstrate a critical understanding of the relationship between crime and social diversity

  • Analyse the relationship between crime and the effects of social change

  • Demonstrate a critical understanding of the differential experience of crime by particular social groups.

  • Explain how specific social groups experience criminal justice in Britain.

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Sample Answer

Age, Crime and Social Stratification

Introduction

I focus on the way young people in marginalised communities become criminalised through structures that connect age, poverty and social inequality. Although age and crime are often discussed as if offending naturally rises during adolescence, I argue that the relationship is more structural than biological. My aim is to challenge the idea that youth crime is simply an age-related behavioural pattern. Instead, I explore how economic exclusion, concentrated disadvantage and biased criminal justice practices shape who becomes labelled as “youth offenders.” I draw on classic and contemporary literature to show how age functions as a socially mediated category rather than a simple demographic fact. I reflect on workshop debates around social stratification, early criminalisation and the role of neighbourhood context.

Critical Argument

The most repeated claim in criminology is that offending peaks in mid-late adolescence, often described as the “age crime curve.” Hirschi and Gottfredson (1983) argue that this curve is universal and largely resistant to social influence. The problem with this argument is that it ignores the social contexts in which young people grow up. When neighbourhoods experience long-term unemployment, inadequate schooling and a lack of youth facilities, early contact with the criminal justice system becomes more likely. In this sense the age crime curve describes the policing of inequality rather than a biological tendency to offend.

Young people in lower income areas often experience higher surveillance than their middle class peers. Studies on policing practices show that stop and search rates are consistently higher in deprived neighbourhoods (Bowling and Phillips 2007). If the same behaviour is treated as youthful experimentation in one area and suspected criminality in another, then age becomes secondary to social position. During workshops this became clear when we compared how middle class teenage drug use is often handled through diversion or informal support, while working class youth in similar situations face formal criminalisation. The “age effect” therefore reflects how stratification directs police attention.

The context of austerity in Britain has intensified this problem. Research linking youth service cuts to rising levels of violence has shown that structural change rather than individual ageing explains why some communities see higher rates of youth offending (Harding 2020). When legitimate opportunities shrink, young people become more vulnerable to exploitation, including involvement in county lines networks. I find it difficult to accept explanations that place responsibility solely on adolescence itself, because the evidence shows that social conditions create the environments where harmful behaviours emerge.

Another critical issue is how criminal justice agencies interpret age. In theory, young people should be handled with greater care and diversion, yet institutional practices often contradict this principle. The over representation of young Black and minority ethnic people in youth custody has been widely reported (Lammy Review 2017). This demonstrates that age alone does not protect against punitive treatment. Instead, age interacts with race, class and neighbourhood to shape outcomes. Stratification produces different “youths” in the eyes of the state, reinforcing unequal experiences of criminal justice.

This links to the broader module discussions on social change. The shift from welfare support towards risk management has altered how society responds to young people. Behaviour once interpreted as developmental is now seen through a lens of threat. New technologies, school exclusion policies and private security have expanded the reach of surveillance into young people’s everyday spaces. This creates what Goldson (2011) describes as a climate of “penal intolerance,” where adolescence is not understood as a stage of experimentation but as a potential pathway to criminality. Young people from securely resourced households are often insulated from these changes, while those in disadvantaged communities bear the consequences.

Although the age crime curve provides useful descriptive data, it fails to offer meaningful explanations when removed from stratification. Labelling theory supports this critique by showing how early criminal justice contact increases the likelihood of further offending (Becker 1963). This means that system responses can create the very patterns they claim to detect. If adolescents in certain neighbourhoods are more likely to be stopped, arrested or sanctioned, the resulting statistics then “prove” that these groups offend more. I think this circular logic is one of the most important limitations of mainstream age-based theories.

It seems strong because criminal justice systems pay more attention to teenagers, especially in disadvantaged areas. This creates statistics that exaggerate the natural age pattern.

Yes, but they are less likely to be formally criminalised. Families, schools and police often handle their behaviour informally.

It shapes surveillance, opportunity, school experiences and exposure to risk, which influences who ends up in the justice system.

Research suggests it increases the chances of later offending, partly because of stigma and reduced opportunities.

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