Test Bank Juvenile Delinquency in a Diverse Society 3rd Edition by Kristin A. Bates A+

$35.00
Test Bank Juvenile Delinquency in a Diverse Society 3rd Edition by Kristin A. Bates A+

Test Bank Juvenile Delinquency in a Diverse Society 3rd Edition by Kristin A. Bates A+

$35.00
Test Bank Juvenile Delinquency in a Diverse Society 3rd Edition by Kristin A. Bates A+

1. Juveniles can currently be defined as ______.

A. a population who can provide a cheap source of labor

B. individuals who are under a certain age set by law in a specific state

C. having no distinct difference from an adult

D. any person under 21 years of age

Ans: B

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Special Case of the Juvenile

Difficulty Level: Medium

2. According to the text, juveniles are mired in a different set of ______ than adults.

A. expectations

B. protections

C. experiences

D. decisions

Ans: C

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Knowledge

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

3. Adults typically demand what from children?

A. submission

B. decisiveness

C. labor

D. obedience

Ans: D

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

4. The general definition of delinquency is ______.

A. an act committed by a person under 18 that violates the penal code of the geographical area where the crime was committed

B. an act committed by a person under 16 that violates the penal code of the geographical area where the crime was committed

C. an act committed by a person under 21 that violates the penal code of the geographical area where the crime was committed

D. an act committed by a person not yet defined as an adult that violates the penal code in the geographical area where the crime was committed

Ans: D

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

5. A status offense is considered problematic because of the ______ of the person who engaged in the offense.

A. age

B. gender

C. education level

D. sexual orientation

Ans: A

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Knowledge

Answer Location: The Definition of Delinquency

Difficulty Level: Easy

6. Which offense below is an example of a status offense?

A. theft

B. smoking

C. assault

D. trespassing

Ans: B

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

7. Which offense below best represents a delinquent offense?

A. smoking

B. drinking alcohol

C. curfew violations

D. theft

Ans: D

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Application

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

8. ______ are everyday norms that do not generate much uproar if they are violated.

A. Folkways

B. Laws

C. Mores

D. Social norms

Ans: A

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Knowledge

Answer Location: Normative Conception of Delinquency

Difficulty Level: Easy

9. ______ are moral norms that may cause more outrage or uproar if broken.

A. Folkways

B. Laws

C. Mores

D. Social norms

Ans: C

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Knowledge

Answer Location: Normative Conception of Delinquency

Difficulty Level: Easy

10. ______ are the strongest norms because they are backed by official sanctions.

A. Folkways

B. Laws

C. Mores

D. Social norms

Ans: B

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Knowledge

Answer Location: Normative Conception of Delinquency

Difficulty Level: Easy

11. Which conception of delinquency is created and influenced by social, political, and economic factors that may change over time?

A. normative

B. social

C. functional

D. critical

Ans: B

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Social Constructionist Conception of Delinquency

Difficulty Level: Medium

12. Which conception of delinquency suggests that those persons in a position of political or economic power within society have the ability to shape delinquency definitions in order to maintain their position in society?

A. normative

B. social

C. functional

D. critical

Ans: D

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Application

Answer Location: Critical Conception of Delinquency

Difficulty Level: Hard

13. Which conception of delinquency assumes that there is a general set of social norms, of which a consensus agrees upon?

A. normative

B. social

C. functional

D. critical

Ans: A

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Normative Conception of Delinquency

Difficulty Level: Medium

14. According to the text, what percentage of children were living in poverty in 2013?

A. 16

B. 20

C. 22

D. 25

Ans: B

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Knowledge

Answer Location: Economic Circumstances

Difficulty Level: Easy

15. While air pollutants have been decreasing in children, inadequate ______ has increased.

A. nutrition

B. education

C. water

D. housing

Ans: D

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: The Well-Being of Children

Difficulty Level: Easy

16. ______ is the process by which we define, describe, and distinguish people based on different categories.

A. Social differentiation

B. Social diffusion

C. Social norming

D. Social diversity

Ans: A

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

17. With regard to categorization, which type of category is a person born into and cannot change, such as race/ethnicity?

A. achieved

B. autonomous

C. ascribed

D. assimilated

Ans: C

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Application

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

18. ______ is the belief in the inferiority of certain racial or ethnic groups and is often accompanied by discrimination.

A. Institutional racism

B. Individual racism

C. Individual sexism

D. Institutional classism

Ans: B

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

19. ______ is the prejudice based solely on someone’s sex.

A. Institutional classism

B. Individual classism

C. Institutional racism

D. Individual sexism

Ans: D

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

20. ______ occurs when people are disadvantaged or oppressed due to their sex because of the routine workings of social institutions.

A. Institutional sexism

B. Individual sexism

C. Individual racism

D. Institutional classism

Ans: A

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

21. Juveniles are considered to be different from adults because it is believed they can be ______.

A. manipulated

B. rehabilitated

C. judged

D. shamed

Ans: B

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

22. What is a main reason why juveniles receive less severe punishments than adults for similar crimes?

A. inability to vote

B. few options for detention

C. constitutional rights

D. lack of maturity

Ans: D

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Special Case of the Juvenile

Difficulty Level: Medium

23. Running away from home is considered a status offense for juveniles because they ______.

A. must attend school

B. cannot be unsupervised

C. are under the age of 18

D. are disobedient

Ans: C

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Easy

24. Why is delinquency dependent on time and place?

A. because the definition of delinquency changes

B. because delinquency has decreased since the 1980s

C. because large cities have more youth who commit crimes

D. because social norms stay the same

Ans: A

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

25. The view that assumes delinquency is subjectively derived is called ______.

A. folkways and mores

B. normative conception

C. social constructionist conception

D. critical conception

Ans: C

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: Social Constructionist Conception of Delinquency

Difficulty Level: Medium

26. In the United States, the number of minority youth is ______.

A. decreasing for Latino children

B. decreasing for White children

C. increasing for Latino children

D. increasing for White children

Ans: C

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Knowledge

Answer Location: Conceptions of Juvenile Delinquency

Difficulty Level: Medium

27. Food insecurity can result in ______.

A. increased appetite

B. decreased appetite

C. overeating

D. undereating

Ans: D

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: Economic Circumstances

Difficulty Level: Easy

28. Graduation from high school is strongly correlated with college attendance for ______.

A. homeless youth

B. females and males

C. Black and Latino youth

D. GED recipients

Ans: B

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Analysis

Answer Location: Education

Difficulty Level: Hard

29. What is the phrase to describe how the definition of delinquency contributes to racial and ethnic differences representation in the criminal justice system?

A. the school-to-prison pipeline

B. the cradle-to-prison pipeline

C. the high school-to-prison pipeline

D. the community-to-prison pipeline

Ans: B

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: The Cradle-to-Prison Pipeline

Difficulty Level: Easy

30. Judgments about different ascribed and achieved statuses contribute to ______.

A. social inequality

B. delinquency

C. racism

D. ethnocentrism

Ans: A

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Knowledge

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Easy

31. Intersectionality is the combination of ideas based on ______.

A. neighborhood and school

B. poverty, education, and food insecurity

C. delinquency and criminal behavior

D. race, class, and gender

Ans: D

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Knowledge

Answer Location: Individual Versus Institutional Racism, Classism, and Sexism

Difficulty Level: Easy

32. Prejudice based on whether someone is a male or female is called ______.

A. individual sexism

B. gendered perceptions

C. institutional sexism

D. gender bias

Ans: A

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Comprehension

Answer Location: Individual Versus Institutional Racism, Classism, and Sexism

Difficulty Level: Medium

33. A Latino youth who is perceived to be a gang member receives less attention from his teacher because she assumes he will not go to college. He is being subjected to ______.

A. stereotyping

B. racism

C. classism

D. bullying

Ans: A

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Application

Answer Location: Individual Versus Institutional Racism, Classism, and Sexism

Difficulty Level: Hard

34. Which of the following is an achieved category?

A. race

B. ethnicity

C. class

D. gender

Ans: C

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Comprehension

Answer Location: Individual Versus Institutional Racism, Classism, and Sexism

Difficulty Level: Easy

35. The income gap in the United States reflects ______.

A. the change from an agrarian society to an industrial nation

B. the rise in the minimum wage

C. the availability of affordable housing

D. the increase in the crime rate

Ans: A

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Comprehension

Answer Location: In the News:The Income Gap

Difficulty Level: Medium

36. The sociological imagination is the work of sociologist ______.

A. Emile Durkheim

B. C. Wright Mills

C. Karl Marx

D. Auguste Comte

Ans: B

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Knowledge

Answer Location: The Sociological Imagination

Difficulty Level: Easy

37. By embracing the sociological imagination, we can ______.

A. see situations through the eyes of others

B. enact institutional classism

C. place youth in adult situations

D. encourage diversity

Ans: A

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: The Sociological Imagination

Difficulty Level: Medium

38. A social constructionist perspective of juvenile delinquency suggests that repeat offending behavior may result from criminal justice system ______.

A. processing

B. labeling

C. detention

D. arrest

Ans: B

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Your Sociological Imagination Put to the Test: Five Vignettes

Difficulty Level: Medium

39. A youth involved in delinquent behavior may be experiencing which of the following?

A. divorcing parents

B. consistent discipline

C. involved teacher

D. good test scores

Ans: A

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Your Sociological Imagination Put to the Test: Five Vignettes

Difficulty Level: Easy

40. Police who enforce laws for some but not all kids engage in what type of behavior?

A. discrimination

B. stereotyping

C. bullying

D. prejudice

Ans: A

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Your Sociological Imagination Put to the Test: Five Vignettes

Difficulty Level: Easy

True/False

1. Since the late 1800s, children have been looked upon as a source of cheap labor.

Ans: F

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Comprehension

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

2. Juveniles hold less power in society than adults.

Ans: T

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Knowledge

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

3. Status offenses are acts that are not considered crimes if the offender were an adult.

Ans: T

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Easy

4. Juveniles should be treated as criminals for engaging in curfew violations, which is a status offense.

Ans: F

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Application

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

5. Standing too close to someone while speaking or picking one’s nose is an example of a folkway.

Ans: T

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Application

Answer Location: Normative Conception of Delinquency

Difficulty Level: Medium

6. Mores are backed by official sanctions (or punishments).

Ans: F

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Normative Conception of Delinquency

Difficulty Level: Easy

7. The study of deviance is not about why certain individuals violate norms but instead about how those norms are constructed.

Ans: T

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: Social Constructionist Conception of Delinquency

Difficulty Level: Hard

8. Both the percentage of children living in extreme poverty and the percentage of those living in households with very high incomes have increased.

Ans: T

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: Economic Circumstances

Difficulty Level: Medium

9. Approximately 50% of all children still live in an area where at least one air pollutant is above the allowable levels.

Ans: T

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: Physical Environment and Safety

Difficulty Level: Easy

10. Race is considered to be part of an ascribed category.

Ans: T

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

11. An achieved category cannot be changed.

Ans: F

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Knowledge

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Easy

12. Juveniles who commit status offenses with their parents’ permission are not considered delinquent.

Ans: F

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Application

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

13. The definition of delinquency is uniform across the United States.

Ans: F

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Comprehension

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

14. Intersectionalities are important because inequalities can reinforce both oppression and privilege.

Ans: T

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Knowledge

Answer Location: The Intersectionality of Race, Class, and Gender

Difficulty Level: Easy

15. The definition of delinquency is uniformly applied to all genders, races, and classes.

Ans: F

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Knowledge

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality are Important

Difficulty Level: Easy

16. Social categories are achieved statuses.

Ans: F

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality are Important

Difficulty Level: Medium

17. Intersectionality grew out of a need to address discrimination across multiple statuses.

Ans: T

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Knowledge

Answer Location: The Intersectionality of Race, Class, and Gender

Difficulty Level: Easy

18. Intersectionality only applies to achieved statuses.

Ans: F

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Knowledge

Answer Location: The Intersectionality of Race, Class, and Gender

Difficulty Level: Medium

19. People are aware of their socially ascribed statuses.

Ans: F

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: The Sociological Imagination

Difficulty Level: Medium

20. People can be either privileged or oppressed but not both.

Ans: F

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Comprehension

Answer Location: The Sociological Imagination

Difficulty Level: Hard

Short Answer

1. Describe how the definition of juvenile delinquency changes over time.

Ans: The ideal answer will include acknowledgement of differences in definition of status offenses across time and place.

Learning Objective: 1-1: Describe why juveniles are treated differently than adults.

Cognitive Domain: Application

Answer Location: The Special Case of the Juvenile

Difficulty Level: Easy

2. Identify two status offenses and describe how they are similar or different in their perceived severity.

Ans: The answer should include two offenses that would not be considered crimes if an adult had committed them (e.g., truancy, running away). The answer should address differences in criminality compared to age-based definition of delinquency.

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Application

Answer Location: The Definition of Delinquency

Difficulty Level: Medium

3. Describe a scenario where two people would engage in the same behavior and one would be labeled a delinquent and the other person would not.

Ans: The answer should identify a status offense and outline how by one person engaging in that behavior, namely an adult, they are not considered to be delinquent while the other person is labeled a delinquent because of their age.

Learning Objective: 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Application

Answer Location: The Definition of Delinquency

Difficulty Level: Easy

4. Discuss how juvenile delinquency is a normative conception.

Ans: The answer should include mention of how delinquency, under a normative conception, is considered to be the violation of a set of established norms and expectations for behavior.

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Application

Answer Location: Normative Conception of Delinquency

Difficulty Level: Medium

5. Describe how the social constructionist perspective of delinquency is based on reactions to people in society.

Ans: A good answer will address how delinquency from this perspective is subjective and based on perceptions of individual’s ascribed and achieved statuses including gender, race, ethnicity, and class.

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Analysis

Answer Location: Social Constructionist Conception of Delinquency

Difficulty Level: Hard

6. Describe the home environment of a youth who is most likely to engage in delinquency.

Ans: The answer should address the seven key areas of well-being: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health.

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Application

Answer Location: The Well-Being of Children

Difficulty Level: Hard

7. Identify the seven key areas of children’s well-being and categorize them according to the three conceptions of delinquency.

Ans: The answer should address the seven key areas of well-being: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health, and place them into one of the following categories: normative, social constructionist, and critical. A table may be useful for creating a taxonomy.

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Knowledge | Application

Answer Location: The Well-Being of Children

Difficulty Level: Hard

8. Discriminatory practices and policies that favor a dominant group are called ______.

Ans: institutional discrimination

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Comprehension

Answer Location: Individual Versus Institutional Racism, Classism, and Sexism

Difficulty Level: Medium

9. Compare and contrast a situation where two youth are experiencing individual discrimination; one on the basis of race and the other one the basis of gender. Which individual is more likely to be labeled as a delinquent?

Ans: The answer should take into account the possibility for intersectionality, while addressing the higher rate of race-based discrimination compared to discrimination based on gender. Students may include an example scenario and status offense/delinquent behavior.

Learning Objective: 1-6: Explain why intersectionality is important.

Cognitive Domain: Comprehension

Answer Location: The Intersectionality of Race, Class, and Gender

Difficulty Level: Hard

10. Name a situation where a juvenile engages in a behavior that under certain circumstances should not be considered a status offense.

Ans: The answer may address situations such as curfew laws where a juvenile should not be considered delinquent if they are coming home from work, with their parents, on their way to the hospital, and so on. Other situations are also possible.

Learning Objective: 1-7: Describe the role of the sociological imagination in explaining the societal response to juvenile delinquency.

Cognitive Domain: Application

Answer Location: Your Sociological Imagination Put to the Test: Five Vignettes

Difficulty Level: Easy

Essay

1. Define and discuss what juvenile delinquency is. Compare and contrast status offenses and delinquency offenses.

Ans: The ideal answer should define the concept of delinquency, as well as what the juvenile delinquent is. The ideal answer should also discuss the difference between status offenses and delinquent offenses and should include the types of punishments each should include.

Learning Objective: 1-1: Describe why juveniles are treated differently than adults. | 1-2: Explain the difference between juvenile delinquency and status offenses.

Cognitive Domain: Analysis

Answer Location: Defining Juvenile Delinquency

Difficulty Level: Medium

2. Discuss the normative conception of delinquency. Include examples of folkways, mores, and laws.

Ans: The ideal answer will summarize what the normative concept of delinquency is and will provide examples of offenses/behaviors that exemplify folkways, mores, and laws.

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Application

Answer Location: Normative Conception of Delinquency

Difficulty Level: Hard

3. Discuss the critical concept of delinquency and provide examples of how it may be applied.

Ans: The ideal answer will fully explain what this concept of delinquency is and provide examples of how it may be used in society.

Learning Objective: 1-3: Summarize the three conceptions of delinquency and how they relate to our responses to juvenile delinquency.

Cognitive Domain: Analysis

Answer Location: Critical Conception of Delinquency

Difficulty Level: Hard

4. Discuss the factors that contribute to and detract from the well-being of children.

Ans: The ideal answer will fully discuss the factors that contribute to and detract from a child’s well-being. The ideal answer will include examples of economic circumstances, physical environment and safety, education, and will discuss the cradle-to-prison pipeline.

Learning Objective: 1-4: Identify the social context in which juveniles are living and its effect on the well-being of children.

Cognitive Domain: Comprehension

Answer Location: The Well-Being of Children

Difficulty Level: Medium

5. Compare and contrast individual racism and institutional racism in a juvenile delinquency context.

Ans: The ideal answer will fully explain and differentiate between individual and institutional racism. The ideal answer will also place both types of racism in a juvenile delinquency perspective.

Learning Objective: 1-5: Compare and contrast the concepts of individual and institutional racism, classism, and sexism.

Cognitive Domain: Application

Answer Location: The United States as a Place Where Race, Class, Gender, and Sexuality Are Important

Difficulty Level: Medium

+
-
Only 0 units of this product remain

You might also be interested in