Teaching Theories of Victimology

Abstract

While there has been significant growth in victimology theories since its roots in the mid twentieth century, these developments have not been adequately transferred to victimology textbooks. This paper evaluates the representation of theories in victimology textbooks using a content analysis approach. It specifically examines the amount of space dedicated to theory, what specific theories are discussed, and the way theories are integrated into the text. Although these texts provide a solid foundation in the historical development of victimology, measuring victimization, and to a lesser extent, the criminal justice response and remedies for victims, students are often not given a framework for which to understand and explain patterns and risk factors of victimization. In light of the paucity of attention to theories of victimology, suggestions for teaching theories of victimology in ways that supplement existing texts and implications for future textbooks are discussed.

Notes

1 We found three reader textbooks meeting the generality and recent edition criteria. Two readers were a collection of articles and did not include commentary. We felt that we would be analyzing the representation of theory in the articles rather than in a textbook format. One reader did mix traditional textbook style and articles, but it was too similar to another book in the analysis to be considered an independent case.

2 We used the total pages rather than total pages containing text or total pages of narrative (as opposed to contents, appendices).

3 A list of suggested supplemental readings is included in an appendix (online). This list includes theoretical readings in victim help-seeking, psychological responses to victimization and fear of crime.