Introductory Criminology Textbooks Research Articles

Social constructions of racial images in introductory criminal justice and criminology textbooks: a content analysis

ABSTRACT Visual images in introductory textbooks play an important role in constructing the concept of race for students entering the field of criminal justice/criminology. Prior studies on race depictions in criminal justice/criminology textbooks have focused on individual images depicting persons as criminal justice personnel, relating to type of crime or criminal justice context, and as victim. By analyzing a total of 2,286 individuals in 1,943 images from 23 textbooks this study expands on this approach by also differentiating exclusive portrayals from social compositions (two or more individuals), analyzing placement of image within substantive area of the text, and by examining interactive depictions (victim/criminal, professional/criminal, and victim/professional) according to race. The results reveal noteworthy racially biased depictions in introductory criminal justice/criminology textbooks.

Correcting Misconceptions About Alfred Adler’s Psychological Theory of Crime in Introductory Criminology Textbooks: Moving Adler’s Theory of Crime Forward

Introductory textbooks on criminology and criminal justice devote copious amounts of space and attention to theories of crime from various disciplines. Psychological theories of crime in particular occupy a prominent place in the history of criminological thought. While the works of Freud, Jung, Fromm, and Erikson are given adequate coverage in introductory criminology textbooks, few textbook writers have seriously discussed the works of Alfred Adler, if they discuss him at all. The current article contrasts the information presented about the work of Alfred Adler with his actual writings and ideas. The implications for criminal justice education are discussed.

The Coverage of American Indians and Alaskan Natives in Criminal Justice and Criminology Introductory Textbooks

This paper examines the coverage of American Indians and Alaskan Natives (AI/AN) in the most widely read introductory criminal justice and criminology books published between 2004 and 2010. The current research extends upon Young’s (J Crim Justice Educ 1:111–116, 1990) assessment of AI/ANs in criminal justice and criminology introductory textbooks, where he found no mention of AI/ANs. The replication of Young (J Crim Justice Educ 1:111–116, 1990) is especially important because AI/ANs continue to face a wide array of social issues (i.e. substance abuse and poverty), which leads to an overrepresentation of AI/ANs in the criminal justice system. To accomplish this, a content analysis was conducted on thirty-one introductory criminal justice and criminology textbooks to determine whether AI/ANs have received more academic coverage in current textbooks. The findings reveal that introductory criminal justice and criminology textbooks still under represent AI/ANs despite experiencing crime, victimization, and justice related problems.

Images of Gender Twenty Years Later

This research is a content analysis of photographs in 23 introductory criminal justice and criminology textbooks published between 2008 and 2012, replicating the original work of Baro and Eigenberg analyzing changes of gender depictions in introductory criminal justice and criminology textbooks and adding an examination of gendered interaction patterns. Findings support women continue to be marginalized in introductory criminal justice and criminology textbooks some 20 years after the initial study while images of gendered interaction patterns are largely absent. A discussion of the findings as well the study and praxis of criminal justice and criminology are presented.

Missing the Mark: The Neglect of Stalking and Cyberstalking in Introductory Criminology Textbooks

Textbooks are an essential component of student education, often forming the basis for all information presented in a given class. Introductory texts cannot possibly cover all relevant material, but what is included speaks volumes. Given the prevalence of stalking and cyberstalking in society, this is an important issue for inclusion in introductory criminology and criminal justice classes. An analysis of 20 criminology and 12 criminal justice textbooks is done to determine what students are learning about this prevalent social problem. Specifically, we aim to evaluate whether stalking and cyberstalking are covered, determine the theories associated with the issues, and assess the textbook location in which the issue is covered. Results indicate slight coverage of stalking and cyberstalking in introductory texts.

Research Methods and Research Ethics Coverage in Criminal Justice and Criminology Textbooks*

Introductory textbooks socialize students by exposing them to core subfields within the discipline. The purpose of this paper is to understand the nature and extent of research methods and ethics coverage in introductory criminal justice and criminology textbooks. Analysis of 15 introductory criminal justice and 10 criminology textbooks suggests that while criminology textbooks do a better job of introducing students to research methods and ethics, the discussions are rather sparse and cursory. Of primary importance in this discussion is how neglecting research methods and research ethics in introductory textbooks may impact the disciplines of criminal justice and criminology. *The author wishes to thank Thomas L. Van Valey for his insightful comments on an earlier draft of this paper, as well as the anonymous reviewers for their constructive suggestions.

Left Out? The coverage of critical perspectives in introductory criminology textbooks, 1990–1999

DeKeseredy and Schwartz have criticized introductory criminology textbooks published in the United States for their ‘poor treatment’ of critical/radical perspectives. This paper subjects this criticism to empirical analysis by studying the coverage of critical perspectives in 34 introductory criminology textbooks published from 1990 to 1999. Specifically, I examine how the coverage of critical perspectives in the textbooks is influenced by: 1) the theoretical orientations of the texts; 2) the positions of the texts on debate over conflict and consensus theories of law; and 3) the positions of the texts on the evidence supporting critical perspectives. This analysis shows that critical/radical perspectives in general, but in particular recent developments in critical criminology (including critical feminism, left realism, peacemaking criminology and postmodern criminology) are often ‘left out’ of contemporary criminology textbooks.

“Mostly male and American”: The reporting of women and crime scholarship in introductory criminology textbooks

Female scholars often criticize the field of criminology for being male‐dominated. We study this claim by examining if the dissemination of published research findings in criminology is affected by gender. A study of prominent women and crime scholars shows that recent criminology textbooks, when compared to women and crime publications, are more likely to cite and to discuss male researchers than females. Because textbook authors also largely ignore the contributions of women and crime scholars who reside outside the United States, we argue that the reporting of women and crime scholarship in the books is “mostly male and American.”

Citations to critical criminologists in introductory criminology textbooks

This paper examines the citation patterns to critical criminologists in 25 introductory criminology textbooks published from 1992 to 1996. We identify the 30 most‐cited critical criminologists in the textbooks. By comparing our findings to an earlier study that lists the most‐cited scholars in publications specifically devoted to critical criminology, we evalaute and rank the 25 textbooks by how they cite and cover critical criminologists. Our analysis uncovers several prominent scholars and perspectives in critical criminology that are inadequately recognized and insufficiently discussed in the textbooks.

Recent changes in the most-cited scholars in criminology A comparison of textbooks and journals

This article reports the fifty-nine most-cited scholars in twenty-two introductory criminology textbooks published from 1994–98. Comparisons over time of the citation patterns in criminology textbooks and in leading American criminology journals show considerable changes among the most-cited scholars. These changes are attributed to trends in the coverage of various research specializations in criminology. Volatility in the lists of the most-cited scholars over time justifies further studies of citation patterns in criminology and criminal justice.

RED-PENCILED: THE NEGLECT OF CRITICAL PERSPECTIVES IN INTRODUCTORY CRIMINAL JUSTICE TEXTBOOKS

ABSTRACT Several commentators have complained that critical criminology is neglected in mainstream publications in criminology and criminal justice. We examined this criticism through an empirical analysis of the coverage of critical criminology in 27 introductory criminal justice textbooks published from 1990 to 1999. Our data show that criminal justice textbooks devoted less coverage to critical perspectives than recent introductory criminology textbooks. The theoretical orientations of criminal justice textbooks (critical or mainstream) strongly affected the extent of coverage in the books. Among the areas associated with critical criminology, the textbooks devoted the most attention to peacemaking topics and the relationship between class, race, and/or gender oppression and criminal behavior and criminal justice practice; anarchist criminology, critical feminism, left realism, and postmodern/constitutive criminology received little or no attention. Our analysis indicates that textbook authors recognized that class, race, and gender inequalities exist in the justice system, but largely ignored the theoretical explanations for these problems.

Taboo until today? The coverage of biological arguments in criminology textbooks, 1961 to 1970 and 1987 to 1996

In American criminology throughout most of the twentieth century, biological arguments that link biochemistry, genetics, and/or neurophysiology to crime have been viewed as taboo: unthinkable and unmentionable. Despite this reputation, biological perspectives have resurged in the last two decades, reshaping theory and research in criminology. This article examines the changes in the taboo image of biological arguments in fifty-five introductory criminology textbooks: twenty published from 1961 to 1970 and thirty-five appearing from 1987 to 1996. The data show that the taboo surrounding biocriminology appears to be diminishing in textbooks: Newer texts devote more coverage to biological perspectives and are more likely to claim that there is at least some empirical evidence supporting these arguments. Furthermore, criminology textbooks that embrace interdisciplinary orientations are less likely to depict biological arguments as taboo than books that endorse sociological, and especially critical sociological, orientations.

Do introductory criminology textbooks cite the most influential criminologists? Estimating the “match” between what journals report and what textbooks discuss

Using recent citation analyses of criminology journals and textbooks to estimate the “match” between what journals report and what textbooks discuss. Twentythree criminology textbooks published from 1989 to 1993 were ranked by how prominently they cite the 25 most-cited scholars in recent leading criminology journals. I suggest some reasons why criminology textbook authors extensively cite and discuss some influential scholars but not others, and conclude by noting several limitations to using citation analysis to estimate the match between journals and textbooks.

The missing or misperceived effects of punishment: The coverage of deterrence in criminology textbooks, 1956 to 1965 and 1984 to 1993

I compare the quantity and the quality of the coverage of deterrence in seven leading criminology and sociology journals and in 53 introductory criminology textbooks published from 1956 to 1965 and 1984 to 1993. My data show that 1) despite a marked increase in the amount of deterrence research reported in the leading journals, recent criminology textbooks devote little more coverage to the topic than did their predecessors, and 2) many recent textbooks make incorrect claims about the effectiveness of punishments as deterrents, and/or inaccurately report various findings from important deterrence studies. I conclude by relating these findings to several earlier studies indicating deficiencies in criminology textbooks, and by discussing the implications of these studies for criminology.

THE MOST-CITED SCHOLARS IN CRIMINOLOGY TEXTBOOKS, 1963 TO 1968, 1976 TO 1980, AND 1989 TO 1993

ABSTRACT We offer a longitudinal comparison of the most-cited scholars in criminology textbooks over three periods: 1963 to 1968, 1976 to 1980, and 1989 to 1993. First, we compile a list of the 31 most-cited scholars in ten introductory criminology textbooks published from 1963 to 1968; these scholars are ranked by the frequency of their citations in the textbooks. These data are then compared to similar studies that rank 1) the 19 most cited scholars in 20 introductory criminology textbooks published from 1976 to 1980, and 2) the 47 most-cited scholars in 23 introductory criminology textbooks published from 1989 to 1993. The combined data allow us to examine important trends in citation patterns in criminology textbooks over three decades (from 1963 to 1993), and to identify a list of seven elite scholars whose work has had an enduring impact on criminology.

Rehabilitation affirmed, rejected, and reaffirmed: Assessments of the effectiveness of offender treatment programs in criminology textbooks, 1956 to 1965 and 1983 to 1992

I examine the coverage of the debate about the effectiveness of offender treatment programs in 53 introductory criminology textbooks: 15 published from 1956 to 1965 and 38 published from 1983 to 1992. My data show that despite continuing skepticism in criminological research about the effectiveness of rehabilitation, most of the older texts and the most recent texts (those published from 1988 to 1992) rate treatment as effective when they take a position on the issue. My study also shows that criminology textbooks often give inadequate coverage to some of the key concepts, such as outcome measures and metaevaluation studies, in the debate about the effectiveness of rehabilitation. I conclude by discussing the implications of my findings for criminology students.

The most-cited scholars in criminology: A comparison of textbooks and journals

This analysis brings up-to-date an earlier study which reported the most-cited scholars in twenty introductory criminology textbooks published from 1976 to 1980. Twenty-three criminology textbooks published from 1989 to 1993 were examined to rank the most-cited scholars. These rankings were then compared to the earlier study and to an additional study's rankings of the most-cited scholars in three leading criminology journals published from 1986 to 1990. A higher level of agreement was found between the lists of the most-cited scholars in the older and the newer textbooks than between the lists of the most-cited scholars in the newer textbooks and the journals.

Stopped for questioning, but not booked: The coverage of career criminals in criminology journals and textbooks, 1983 to 1992

I examine the coverage of career criminal research in 38 introductory criminology textbooks published from 1983 to 1992. My data show that although criminology journals devote extensive attention to career offenders, textbook authors largely ignore this topic. I conclude by discussing the implications of the textbooks' neglect of career criminals for criminology students.

Images of Gender:

This study is a content analysis of photographs in 22 introductory criminology and criminal justice textbooks published between 1988 and 1991. The purpose of the study is to explore the extent to which women have been given a visual presence and to determine whether texts provide a socially constructed image of gender commensurate with the various roles women play in criminology and the criminal justice system. Analyses of 1,373 photographs depicting 4,503 individuals revealed that women are rendered invisible and that images of women reflect the androcentric nature of criminology and criminal justice.

From vamps and tramps to teases and flirts: Stereotypes of women in criminology textbooks, 1956 to 1965 and 1981 to 1990

This paper compares the coverage of women and crime topics in all known introductory criminology textbooks published from 1956 to 1965 (N = 15) and from 1981 to 1990 (N = 29). Few changes are noted over time, either in the number of pages devoted to women and crime topics or in the women and crime topics discussed most often by textbook authors. I also examine in detail several sexist themes regarding women as criminals and crime victims, which appear often in the older textbooks and reappear all too frequently in the newer books. I conclude by discussing the implications of my findings for criminal justice education.