Differential Association Theory, developed by Edwin Sutherland in 1939, is a criminological theory that focuses on how people learn criminal behavior through interactions with others. Here’s a breakdown of the key points:
- Central Idea: Crime is learned through social interaction, not inherited.
- Exposure to Criminal Attitudes: Individuals are exposed to both criminal and non-criminal definitions of law-abiding behavior. The more they are exposed to criminal definitions, the more likely they are to adopt them.
- Frequency, Duration, Intensity: The frequency, duration, and intensity of exposure to criminal attitudes matter. More frequent, longer-lasting, and closer relationships with criminals increase the chance of adopting criminal behavior.
- Learning Criminal Techniques: Through interaction, individuals learn not only criminal attitudes but also the skills and techniques needed to commit crimes.
- Group Support: If criminal definitions outweigh law-abiding definitions within a social group, and the group provides support for criminal behavior, the likelihood of criminal behavior increases.
Sutherland’s Nine Propositions:
Sutherland further elaborated on his theory with nine propositions that explain the process of differential association:
- Criminal behavior is learned.
- Criminal behavior is learned in interaction with other persons in a process of communication.
- The principal learning of criminal behavior occurs within intimate primary groups.
- When criminal and non-criminal patterns of behavior are mixed, the person’s criminal behavior is learned according to whether these definitions of behavior are favorable or unfavorable.
- The specific direction and intensity of a person’s criminal behavior are determined by (a) the frequency, duration, intensity, and priority of his exposure to criminal and non-criminal patterns and (b) the specific content of the learning situation.
- A person becomes criminal because of an excess of definitions of criminal behavior over definitions of non-criminal behavior.
- Processes of learning criminal behavior are the same as processes of learning non-criminal behavior, but are reinforced by differential association with criminal patterns and weakened by differential association with non-criminal patterns.
- Differential association may vary in frequency, duration, intensity, and priority.
- The process of learning criminal behavior is subject to the same general sociological principles that govern other learning processes.
Criticisms of Differential Association Theory:
- Ignores individual differences: The theory doesn’t fully account for how people with similar social interactions make different choices.
- Ignores social factors: It doesn’t adequately explain how social structures like poverty or discrimination can influence criminal behavior.
- Focuses on learning crime, not desisting from crime: The theory doesn’t explain why some people stop criminal behavior after learning it.
Despite these criticisms, Differential Association Theory remains a significant contribution to criminology. It highlights the importance of social interactions in shaping criminal behavior and has influenced crime prevention programs that focus on providing positive social alternatives for youth.
