Citation

Sloas LB, Witherup KL. J. Crim. Justice Educ. 2018; 29(2): 161-177.

Copyright

(Copyright © 2018, Academy of Criminal Justice Sciences (U.S.A.), Publisher Informa - Taylor and Francis Group)

DOI

10.1080/10511253.2017.1372500

PMID

unavailable

Abstract

Traditional person-based theories of crime causation, such as social control theory or a general theory of crime, are often at the forefront of developing students' knowledge on the causes of crime. However, these perspectives do not address the settings in which crime activity occurs. This study explores the significance of a place-based approach to explaining crime theory and practice in the classroom setting. We argue this paradigm shift in how we traditionally think about crime causation and may take longer to be implemented in the classroom setting. Specifically, it is hypothesized that teaching crime and place at very small micro units of analysis is not as prevalent as teaching crime and place a large macro units of analysis. This study is exploratory in nature and uses descriptive statics from the top 28 graduate programs in Criminology and Criminal Justice in the United States, as identified by the US News and World Report, as a way to demonstrate whether any of these institutions have courses that relate to crime and place. Our findings indicate that although some programs teach crime and place at micro units of analysis, instruction is largely focused on crime and place at larger geographic units. Including discussions on crime and place in the classroom, especially at micro units of analysis, can enhance our understanding of crime causation and, arguably, provide a more well-rounded approach to the study of crime.

Language: en