ABSTRACT

Introductory Criminology: The Study of Risky Situations takes a unique and intuitive approach to teaching and learning criminology. Avoiding the fragmentation of ideas commonly found in criminology textbooks, Marcus Felson and Mary A. Eckert develop a more practical, readable structure that engages the reader and enhances their understanding of the material. Their descriptive categories, simultaneously broad and realistic, serve better than the usual philosophical categories, such as "positivism" and "classicalism," to stimulate students’ interest and critical thinking. Short chapters, each broken into 5–7 sections, describe situations in which crime is most likely to happen, and explain why they are risky and what society can and can’t do about crime. They create a framework to organize ideas and facts, and then link these categories to the leading theories developed by criminologists over the last 100 years. With this narrative to guide them, students remember the material beyond the final exam.

This fresh new text was created by two professors to address the main points they encounter in teaching their own criminology courses. Problems solved include: reluctant readers, aversion to abstract thinking, fear of theory, and boredom with laundry lists of disconnected ideas. Felson, a leader in criminology theory with a global reputation for innovative thinking, and Eckert, an experienced criminal justice researcher, are uniquely qualified to reframe criminology in a unified arc. By design, they offer abstractions that are useful and not overbearing; their prose is readable, and their concepts are easy to comprehend and remember. This new textbook challenges instructors to re-engage with theory and present the essence of criminological thought for adult learners, coaching students to grasp the concept before any label is attached and allowing them to emerge with deeper understanding of what each theory means and offers. Lean, with no filler or fluff like stock photos, Introductory Criminology includes the authors’ graphics to crystallize and expand concepts from the text.

chapter |14 pages

Getting Started

part |4 pages

The Crime Challenge

unit 1.1|10 pages

The Need to Control Disputes

unit 1.2|10 pages

Containing Sexual Temptations

unit 1.3|6 pages

Protecting Property

unit 1.4|10 pages

Safeguarding Children

part |4 pages

Four Types of Crime Control

unit 2.1|10 pages

Personal Controls

unit 2.2|12 pages

Social Controls

unit 2.3|9 pages

Situational Controls

unit 2.4|11 pages

Formal Controls

part |4 pages

Realistic Justice

unit 3.1|9 pages

Assigning Responsibility

unit 3.2|20 pages

Realistic Policing

unit 3.3|12 pages

Realistic Court Activity

unit 3.4|11 pages

Realistic Sanctions

unit 3.5|12 pages

Efforts and Realities

unit 3.6|16 pages

Practical Crime Data

part |6 pages

Risky Ages

unit 4.1|6 pages

The Teenage Brain

unit 4.2|7 pages

Teenage Volatility

unit 4.3|9 pages

Peer Influences

unit 4.4|12 pages

Situational Inducements

unit 4.5|14 pages

Time with Peers

part |6 pages

Overt Crime Areas

unit 5.1|15 pages

Tough Neighborhoods

unit 5.2|14 pages

Cohesion vs. Intimidation

unit 5.3|13 pages

Exclusion

unit 5.4|11 pages

Concentration

unit 5.5|10 pages

Accommodation

unit 5.6|12 pages

The Pathway to Decay

unit 5.7|11 pages

Mapping Crime

part |9 pages

Risky Settings for Women

unit 6.1|17 pages

The Policy Challenge

unit 6.2|18 pages

Risky Streets

unit 6.3|11 pages

Risky Homes

unit 6.4|21 pages

Risky Nights

part |2 pages

Crime Enhancers

unit 7.1|14 pages

Crime in Groups

unit 7.2|16 pages

Crime via Cyberspace

chapter |4 pages

Wrapping Up