Teaching criminological theory: Presentation according to the dependent variable

Criminological theories are presented in a wide variety of ways to undergraduate students by instructors and in undergraduate texts. However, rationales for these taxonomies are rarely provided and are sometimes difficult to interpret. The clear classification of theories is important as it can aid in comprehension and recall by students. A classification scheme is presented that groups criminological theories according to the dependent variable to which they are primarily addressed. Criminological theories can then be divided into six general groups (normative violations, cultural deviance, rates of deviance, definitions of crime and deviance (criminalization), criminality, and broader human behavior. Focusing on what theories attempt to explain provides an easily understandable grouping principle that can provoke discussion among students regarding theoretical modifications and integration and would modify the way that undergraduate criminological texts are arranged.

The points of view and opinions expressed in this article are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. The author would like to thank Daina V. Galiñanes-Scheider, Charles Tittle, Dylan Presman and anonymous JCJE reviewers for their valuable comments on earlier versions of this paper.

The points of view and opinions expressed in this article are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. The author would like to thank Daina V. Galiñanes-Scheider, Charles Tittle, Dylan Presman and anonymous JCJE reviewers for their valuable comments on earlier versions of this paper.

Notes

The points of view and opinions expressed in this article are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. The author would like to thank Daina V. Galiñanes-Scheider, Charles Tittle, Dylan Presman and anonymous JCJE reviewers for their valuable comments on earlier versions of this paper.