Rehabilitation or Retribution? -The Effects of Educational Programs and Punitive Measures on Juvenile Delinquency-
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Given the media hype and political rhetoric surrounding youth crime and school violence in the United States in recent years, there has been great concern among Americans that juvenile crime has been on a rapid ascent, especially violent crime. Needless to say, a generation of “super-predators,” a term coined by John Dilulio (1995) to describe preadolescent, “fatherless, jobless, and Godless” youth that would grow up to become dangerous criminals, struck fear in the hearts of average Americans. But despite sensationalization by the media, politicians, and certain academics regarding the rise of juvenile crime and violence, contrary to popular belief, research has revealed that school crime has been on the decline in recent years, and for that matter, so have the rates of violent and property crimes in general (Greenwood, 2006; Lawrence, 2007). Regardless of whether crime rates are high or low, there are endless debates on what constitutes effective means of combating crime. Although violent crime committed by juveniles has declined in recent years, punitive measures taken against juvenile offenders have become harsher. The key question, therefore, is whether or not harsher punishments are an effective deterrent to juvenile delinquency. If not, are there more effective alternatives to the “get tough” approach to crime and delinquency? This paper will draw upon the sociological theories of crime— in particular Travis Hirschi’s social control theory—while exploring the effects of academic and vocational education programs as both preventative and reactive approaches to mitigating delinquency among youth, in contrast to punitive measuresthat emphasize incarceration. Specifically, it will be shown that an educational approach emphasizing rehabilitation over retribution helps to decrease delinquency, while incarceration of juvenile offenders—whether in youth detention centers or adult prisons—leads to continued and increased offending among youth. This is not to say that education programs and other preventative approaches should replace all punitive measures wholesale—one may argue that no punishment for a criminal or delinquent act, like excessive punishment, may very well motivate one to continue to be delinquent—but if shown to be effective, may serve as supplements to the “get tough” approaches to crime control.
Abstract
Given the media hype and political rhetoric surrounding youth crime and school violence in the United States in recent years, there has been great concern among Americans that juvenile crime has been on a rapid ascent, especially violent crime. Needless to say, a generation of “super-predators,” a term coined by John Dilulio (1995) to describe preadolescent, “fatherless, jobless, and Godless” youth that would grow up to become dangerous criminals, struck fear in the hearts of average Americans. But despite sensationalization by the media, politicians, and certain academics regarding the rise of juvenile crime and violence, contrary to popular belief, research has revealed that school crime has been on the decline in recent years, and for that matter, so have the rates of violent and property crimes in general (Greenwood, 2006; Lawrence, 2007). Regardless of whether crime rates are high or low, there are endless debates on what constitutes effective means of combating crime. Although violent crime committed by juveniles has declined in recent years, punitive measures taken against juvenile offenders have become harsher. The key question, therefore, is whether or not harsher punishments are an effective deterrent to juvenile delinquency. If not, are there more effective alternatives to the “get tough” approach to crime and delinquency? This paper will draw upon the sociological theories of crime— in particular Travis Hirschi’s social control theory—while exploring the effects of academic and vocational education programs as both preventative and reactive approaches to mitigating delinquency among youth, in contrast to punitive measuresthat emphasize incarceration. Specifically, it will be shown that an educational approach emphasizing rehabilitation over retribution helps to decrease delinquency, while incarceration of juvenile offenders—whether in youth detention centers or adult prisons—leads to continued and increased offending among youth. This is not to say that education programs and other preventative approaches should replace all punitive measures wholesale—one may argue that no punishment for a criminal or delinquent act, like excessive punishment, may very well motivate one to continue to be delinquent—but if shown to be effective, may serve as supplements to the “get tough” approaches to crime control.
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