DEPARTMENT OF SOCIOLOGY AND SOCIAL POLICY

SOC3330 Crime and Delinquency

Term 1, 2022/23

Lecture Tutorial sections

Fri 16:30 - 17:20, WYL 103 (Service-learning)
Thur 14:30 - 16:20, WYL 101 Wed 9:30 - 10:30, WYL 115

Instructor Tutor
Ms. Ireen Manase KABEMBO
Prof. CHIU Tuen Yi, Jenny
Office: WYL 104/9
Office: WYL 108 Phone: 2616 8356
Phone: 2616 7655 Email: [email protected]
Office hours: Wed 13:30-15:30;
Email: [email protected] Thu 10:30-12:30
Office hours: Thur 16:30-18:30;
Fri 17:30-19:30

Course Overview
This course aims to explore the nature, causes, processes and consequences of crime and
delinquency. Major criminological theories (biological, psychological, developmental, social, and
ecological perspectives) will be discussed to let students identify the factors leading to crime and
delinquency. Major types of crimes will be covered with attention given to delinquent and violent
behaviours. Current strategies and approaches used to control, prevent, and eliminate crime and
delinquency will be discussed accordingly.

Learning Outcomes (LOs):

Upon completing this course, students will be able to:
1. Apply criminological theories to identify and examine the factors that shape criminal and
delinquent behaviours.
2. Gain understanding of different types of crimes, their situations and trends, as well as the related
laws, policies and criminal systems in Hong Kong.
3. Evaluate the differential impacts of crime and victimization on diverse social groups.
4. Critically reflect on the debates about the appropriate responses to criminals and delinquents.

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Indicative Content:
1. Definitions & concepts: crime, deviance, and delinquency
2. Major criminological theories
a. Biological and Psychological perspectives
b. Social learning theories
c. Social bonding and control theories
d. Labeling theory
e. Strain and Subculture theory
f. Broken Windows & Routine Activities Theory
3. Major types of crimes
4. Victimization
5. Juvenile delinquency
6. Criminal system, punishments, and rehabilitation

Class schedule
Date Topics
1 1 Sep Introduction: Course overview
L1. What is Crime and Deviance?
2 8 Sep - Introduction, definitions, functions
- Sociological study of crime
L2. Crime, Delinquency, and the Life course
3 15 Sep - Major types of crimes & trends in Hong Kong
- Juvenile delinquency, criminal career & pattern over the life course
L3. Born to be criminals? Criminal minds?
4 22 Sep - Biological and Psychological perspectives
- Attachment and Social Cognition Theories
L4. Learning criminal behaviours & Failed socialization?
5 29 Sep
- Social learning/bonding, Social control, and Labelling
L5. The Sick Society?
6 6 Oct - Social structure and cultural context of crime
- Strain, Status Frustration and Subcultural theories
7 13 Oct NO lecture – Reading week
L6. Violent crimes against persons
8 20 Oct - Major types of violent crimes in Hong Kong
- Intimate Partner Violence: Risk factors & cycle of violence
9 27 Oct L7. Documentary screening & sharing session by Anti480 (tentative)
- Experiences of victims of image-based sexual violence (IBSV)

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 - Reflect on our role as internet users in changing the culture of IBSV
L8. Ecology of crime & Victimization
10 3 Nov - Social disorganization, Broken Windows & Routine Activities Theories
- Risk of victimization & crime hotspots
L9. Sharing session by Teenskey (tentative)
- Compensated dating and sex work among young girls in Hong Kong
11 10 Nov - Criminalization and decriminalization of sex work
- The role of technology
- Crimes without victims? Violence against sex workers
L10. Responses to criminals
- Crime and social control
12 17 Nov
- Criminal system: Why is punishment needed?
- Prevention, rehabilitation, and alternatives
13 24 Nov NO lecture – Congregation (classes suspended)
L11. Service-learning project presentations
14 1 Dec
- All students are required to attend
Group/Project Report due on 4th Dec
Individual Final Essay due on 18th Dec

Teaching Methods:
Weekly lectures, tutorials, and project presentation/discussions supplemented with e-learning
activities to make lectures more interactive. Sharing sessions will also be scheduled to let students
engage in dialogues with personnel from organizations in related areas.

Measurement of Learning Outcomes:

Assessed by group report (LOs 1-4), presentation (LOs 1-4), tutorial participation (LOs 1-4),
individual final essay (LOs 1-4), and e-learning activities (LOs 1-4).

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Assessment methods:
I. Individual Final Essay (40%)

The Individual Final Essay should be 2000-3000 words, to be submitted at the end of the term. Essay
questions and details will be given in class, but an individual final essay generally includes:
a. A concise statement about the issues/topic and why it is important in the study of crime,
deviance and delinquency
b. References to and application of appropriate concepts/theories
c. Empirical examples from HK, or other countries, as appropriate
d. Bibliography/List of References of all sources

II. Continuous assessment (60%):

For tutorial mode For service-learning mode
1. 15% group project presentation 15% in-class presentation
10% project participation
2. 10% tutorial participation 25% project report
3. 25% group report 10% participation in e-learning activities
4. 10% participation in e-learning activities

TUTORIAL MODE
Tutorial group presentation (15%)
As a group, you will give a presentation on a selected topic and facilitate class discussion. Each topic
is based on the theoretical discussions or approaches covered in the lectures. Your task will be to
analyze a real-life example of crime, deviance or delinquency by applying what you have learnt in
class. You are free to choose the real-life example, but your analysis and arguments have to be
supported by evidence, e.g., official statistics, research reports, or findings of systematic
observations, interviews, or small-scale survey done by your group. A good project should consist of
a good balance of theoretical and empirical discussions. The presentation should be around 15 mins.
After the presentation, your group will lead the discussion (including Q&A) by preparing 2-3 guided
questions relevant to your presentation.

Before the actual presentation, there will be an individual consultation session. The presentation
group will meet with the tutor and make a short rehearsal of their presentation (or outline of
presentation). The tutor will make suggestions and comments on the content and delivery style of the
presentation. It is hoped that the group can have a more focused discussion with the tutor in this
individual session and make improvement before the actual presentation.

The assessment depends on the content, organization, creativity, clarity, delivery and time
management, and ability to answer questions. While more weight will be given to the actual
presentation, we will also consider your improvement from the rehearsal when assessing your

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performance. Each group should send the presentation file to the tutor at least 2 days before the
rehearsal and presentation. You will also need to share the presentation file with the rest of the class
before the start of actual presentation (the previous night). Details of the presentation topics will be
given in the first tutorial.

Tutorial Participation (10%)

Please come prepared to the tutorials having read the presentation file shared by the presenting
group, prepare 1-2 questions for discussion, and actively participate in the discussions. Both
attendance and the content of your verbal contributions will be taken into consideration when
assessing your tutorial participation performance.

Dates Tasks
1 7 Sept Introduction & Forming Groups
2 14 Sept Individual consultation (Group 1)
3 21 Sept Presentation & discussion (Group 1)
Crime & Deviance (Lecture 1)
4 28 Sept Individual consultation (Group 2)
5 5 Oct Presentation & discussion (Group 2)
Crime, Delinquency, and the Life course (Lecture 2)
6 12 Oct Individual consultation (Group 3)
7 19 Oct Presentation & discussion (Group 3)
Social process theories (Lecture 4)
8 26 Oct Individual consultation (Group 4)
9 2 Nov Presentation & discussion (Group 4)
Strain, Status Frustration, or Subcultural theories (Lecture 5)
10 9 Nov Individual consultation (Group 5)
11 16 Nov Presentation & discussion (Group 5)
Violent crimes against persons (Lecture 6)
12 23 Nov Individual consultation (Group 6)
13 30 Nov Presentation & discussion (Group 6)
Ecological and/or Victimization theories (Lecture 8)

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Group paper (25%)
The group paper is based on a topic of your own choice. While you can choose any social
phenomenon or real-life case study of crime, deviance or delinquency that you are interested in, you
will need to apply at least one theory covered in the course to illustrate how the theory can help you
understand the phenomenon or case. You cannot repeat the topic of your group presentation, but you
can examine the same phenomenon using another theory or use the same theory to analyse another
phenomenon. The purpose of the group paper is to let you engage in a wider range of criminological
theories and critically reflect on a diverse set of social issues related to crime, deviance, or
delinquency.

You are expected to introduce the background of the phenomenon or case (e.g., prevalence, trends,
context, development of debates, etc.) and explain why it is important to examine before discussing
the theory to be applied for analysis. Policy suggestions or recommendations will be a bonus. A
good paper should show a clear understanding and in-depth discussion of the topic with solid
application of the theories and critical and logical arguments supported by evidence. The length of
the group paper is around 1,000-2,000 words per student. More guidelines and assessment rubrics
will be given in class.

SERVICE-LEARNING MODE
The service-learning mode is subject to a student quota. More details on Service Learning, projects
and schedules will be given by Office of Service-Learning staff during Lecture 1 and afterwards. For
more details on service learning in LU, visit the OSL website http://www.ln.edu.hk/osl/

While students in the SL mode do not attend tutorials, they are required to do service practicum
under the supervision of the Agency and attend consultation sessions with the instructor/tutor. During
consultation sessions, the instructor/tutor will discuss with the groups about their agency projects.
The groups will report their plans and progress, ask questions and receive feedback. Specific dates
will be arranged with each SL group. There will be an in-class presentation at the end of the term for
each SL group to present their SL projects. Specific requirements of the presentation will be given
during consultation sessions.

Project reports will be around 1,000-2,000 words per student. In the essay, the group should reflect
on the placement and learning experience of doing the group project in the agency. The roles of each
member and the division of labour of the SL project should be clearly stated. The group should also
show critical understanding and review of relevant criminological theories and issues in relation to
their agency project. More details will be given in class.

Written assignments submission guidelines

You have to submit the SOFT COPY of your written assignments (Font: Times New Roman, font

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size: 12, 1.15 spacing, moderate margins) via Turnitin on Moodle. Please state clearly the following
on the first page of the assignment: name(s) and student ID(s); course code & tutorial section;
topic/title; date of submission; and word count.

Late submission will receive a 10% reduction in marks (cumulative) for each day past the deadline.
Papers received more than 5 days after the deadline will not be marked. If you foresee any problems
in completing the assignment or counter any difficulties, do contact us in advance.

Be careful to avoid academic dishonest practice, especially plagiarism. All citations and references
should be given in the proper citation and reference format. The citation style for this course is the
American Psychological Association (APA) style. Number the pages and check for grammar and
spelling errors before submitting the paper.

E-learning activities (10%)

E-learning activities such as online discussion forums, online games or quizzes, digital multimedia
resources will be employed throughout the course to motivate and enrich students’ learning.

Required/Essential Readings:
Schmalleger, F. (2019). Criminology today: An integrative introduction (9th ed.). Boston: Pearson.
Akers, R. L., Sellers, C. S., and Jennings, W. G. (2017). Criminological theories: Introduction,
evaluation, and application (7th ed.). New York, NY: Oxford University Press.

Supplementary Readings:
Hagan, F. E., & Daigle, L. E. (2018). Introduction to criminology: Theories, methods, and criminal
behavior. Sage Publications.
Downes, D. M., & Rock, P. (2011). Understanding deviance: A guide to the sociology of crime and
rule-breaking (6th ed.). Oxford: Oxford University Press.
Lanier, M. M., Henry, S., & Anastasia, D. J. M. (2015). Essential criminology (4th ed.). Boulder, CO:
Westview Press.
Siegel, L. J., & Welsh, B. C. (2014). Juvenile delinquency: Theory, practice, and law. Cengage
Learning.
Felson, M., & Boba, R. (2016). Crime and everyday life (5th ed.). Los Angeles, CA: Sage.
Chambliss, W. J. (2011). Crime and criminal behavior. Thousand Oaks, CA: Sage.
Walsh, A., & Hemmens, C. (2010). Introduction to criminology: A text/reader. Sage.
Ellis, L., & Walsh, A. (2000). Criminology: A global perspective. Boston: Allyn and Bacon.
Lee, F. W. L. (2010). Nurturing Pillars of Society: Understanding and Working with the Young
Generation in Hong Kong (Vol. 1). Hong Kong University Press.

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Barberet, R. (2014). Women, crime and criminal justice: A global enquiry. New York, NY:
Routledge.
Gabbidon, S. L. (2015). Criminological perspectives on race and crime (3rd ed.). New York:
Routledge.

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Important journals:
The British Journal of Criminology
Criminology
Deviant Behavior
Journal of Criminal Justice
Journal of Research in Crime and Delinquency
Asian Journal of Criminology
Journal of Interpersonal Violence
Violence Against Women

Important notes
1) Students are expected to spend a total of 9 hours (i.e. 3 hours of class contact and 6 hours of
personal study) per week to achieve the course learning outcomes.
2) Students shall be aware of the University regulations about dishonest practice in course work,
tests and examinations, and the possible consequences as stipulated in the Regulations
Governing University Examinations. In particular, plagiarism, being a kind of dishonest practice,
is “the presentation of another person’s work without proper acknowledgement of the source,
including exact phrases, or summarized ideas, or even footnotes/citations, whether protected by
copyright or not, as the student’s own work”. Students are required to strictly follow university
regulations governing academic integrity and honesty.
3) Students are required to submit writing assignment(s) using Turnitin.
4) To enhance students’ understanding of plagiarism, a mini-course “Online Tutorial on Plagiarism
Awareness” is available on https://pla.ln.edu.hk/.

Good practice
1) The instructor and tutor will be regularly available to communicate with students in person, by
email, and by phone if necessary. You are recommended to make an appointment with the course
instructor or the tutor first if you would like to set up a meeting during or outside of office hours.
2) Students will make effort to produce and submit works as required in this course and participate
actively in both lectures and tutorials. The instructor and the tutor will mark, give comments, and
return students’ writing assignments in 2-4 weeks of submission.
3) Students and the instructor will create a respectful learning atmosphere in which plural and
contrasting views can be fully expressed and appreciated. All forms of prejudices, bias,
discrimination, and intimidation in the process of learning and teaching are discouraged.
4) If you suffer from any medical, psychological, learning, or other difficulties that require
academic adjustments and assistance, do not hesitate to contact the course instructor, the tutor,
the Department and the Student Services Centre (SSC). Special arrangements might be possible
when deemed necessary and appropriate.

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 Assessment Rubrics for Individual Final Essay (40%)

Criteria Excellent Good Acceptable Insufficient

Overall Demonstrates a deep and Demonstrates a good Demonstrates a limited Demonstrates a superficial/no

understanding of insightful understanding understanding of the understanding of the understanding of the topic

the topic (15) of the topic with fully topic with mostly topic with fairly with inadequately developed

developed argument(s) developed argument(s) developed argument(s) argument(s)

(12-15) (9-11) (5-8) (0-4)

Application of Applies appropriate Applies appropriate Applies appropriate Applies inappropriate

concept(s) or concept(s) or theoretical concept(s)/theoretical concept(s)/theoretical concept(s)/theoretical

theoretical perspective(s) with perspective(s) with perspective(s) with perspective(s)

perspective(s) in thorough and in-depth sufficient explanation minimal explanation (0-2)

discussion (10) explanation (8-10) (6-7) (3-5)

Evidence (10) Presents evidence that is Presents evidence that is Presents evidence that is Presents evidence that is

relevant and accurate mostly relevant and fairly relevant and irrelevant and inaccurate

accurate accurate

Presents tremendous Presents sufficient Presents limited amount Evidence to support

amount of evidence to amount of evidence to of evidence to support argument is missing (0-2)

support argument (8-10) support argument (6-7) argument (3-5)

Writing skills Shows a smooth and Shows a reasonable Shows an acceptable Flow and transition need

and English logical flow with flow with transitions in flow with limited considerable improvement.

proficiency (5) effective transitions in discussion. English is transitions in English is below acceptable

discussion. English is good, with only minor discussion. English is level, with serious spelling

consistently excellent spelling and fair, with some spelling and grammatical errors

(5) grammatical errors and grammatical errors (0-1)

(4) (2-3)

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TUTORIAL MODE
Assessment Rubrics for Group Presentation (15%)
Excellent Good Acceptable Insufficient
Overall Demonstrates a deep Demonstrates a Demonstrates a Demonstrates a
understanding and insightful good understanding limited superficial/no
of the topic understanding of the of the topic with understanding of understanding of
(6) topic with fully mostly developed the topic with fairly the topic with
developed argument(s) developed inadequately
argument(s) (3-4) argument(s) developed
(5-6) (1-2) argument(s)
(0)
Evidence Presents evidence Presents evidence Presents evidence Presents evidence
(3) that is relevant and that is mostly that is fairly that is irrelevant
accurate relevant and relevant and and inaccurate
accurate accurate
Presents tremendous
amount of evidence Presents sufficient Presents limited Evidence to support
to support argument amount of evidence amount of evidence argument is missing
(3) to support argument to support (0)
(2) argument
(1)
Structure and Presentation has Presentation has Flow of Flow of
excellent flow, is
organization well suited for the good flow, is suited Presentation needs Presentation is
(3) audience, and is well for the audience, improvement, parts almost nonexistent,
structured
(3) and has a good are not suited to the large parts are not
structure audience, and suited to the
(2) improvements to audience, and
the structure could major
be made improvements to
(1) the structure could
be made
(0)
Style Conveys the Conveys the Generally conveys Generally conveys
material in a very material in a lively the material with the material
(3) lively and very and enthusiastic sufficient liveliness without sufficient
enthusiastic manner manner and enthusiasm liveliness or
(3) (2) (1) enthusiasm
(0)

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 Assessment Rubrics for Group Report (25%)
Criteria Excellent Good Acceptable Insufficient
Overall Demonstrates a Demonstrates a Demonstrates a Demonstrates a
understanding deep and insightful good understanding limited superficial/no
of the topic understanding of of the topic with understanding of understanding of
(10) the topic with fully mostly developed the topic with fairly the topic with
developed argument(s) developed inadequately
argument(s) (6-7) argument(s) developed
(8-10) (4-5) argument(s)
(0-3)
Research Sources are Sources are well Sources support The paper does not
(5) exceptionally well- integrated and some claims made use adequate
integrated and they support the paper’s in the paper, but research or if it
support claims claims might not be does, the sources
argued in the paper integrated well are not integrated
very effectively There may be within the paper’s well
occasional errors, argument
Quotations and but the sources and They are not cited
works cited works cited There may be a few correctly according
conform to conform to errors in citation to citation and
consistent reference consistent reference and reference style reference style, nor
style style (2) listed correctly on
(4-5) (3) the works cited
(0-1)
Structure and Shows a smooth Shows a reasonable Shows an Flow and transition
organization and logical flow flow with acceptable flow need considerable
(5) with effective transitions in with limited improvement
transitions in discussion transitions in (0-1)
discussion (3) discussion
(4-5) (2)
English English is English is good, English is fair, with English is below
proficiency consistently with only minor some spelling and acceptable, with
(5) excellent spelling and grammatical errors serious spelling and
(4-5) grammatical errors (2) grammatical errors
(3) (0-1)

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 Assessment Rubrics for Tutorial Participation (10%)
Criteria Excellent Good Acceptable Insufficient
Engagement Actively supports, Makes a sincere Limited No interaction
(4) engages and listens to effort to interact interaction with with peers
peers with peers peers (0-1)
(4) (3) (2)
Level of Comments advance the Comments Makes limited Demonstrates a
comments level and depth of the occasionally relevant noticeable lack of
(3) dialogue advance the level comments based interest in the
(3) and depth of the on the assigned material
dialogue material (0)
(2) (1)
Group Group dynamic and Group dynamic and Group dynamic Group dynamic
dynamics level of discussion are level of discussion and level of and level of
(3) consistently better are occasionally discussion are not discussion are
because of the student’s better (never affected by the harmed by the
presence worse) because of student’s presence student’s presence
(3) the student’s (1) (0)
presence
(2)

Assessment Rubrics for E-learning Activities (10%)

Criteria Excellent Average Poor

Engagement (5%) Actively engages and Some engagement and No or limited engagement
makes a sincere effort to interaction with the or interaction with the
interact with the activities (2-3) activities (0-1)
activities (4-5)
Level of comments Comments advance the Makes relevant and fair Demonstrates a noticeable
(5%) level and depth of the comments (2-3) lack of understanding or
dialogue (4-5) interest (0-1)

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SERVICE-LEARNING MODE

Assessment rubrics for in-class presentation (15%)

Content with little or no relevance and organization poor 0-2
Content largely/wholly relevant and organization good to very good 3-5
Delivery poor and shows poor preparation 0-2
Delivery good and shows good to high level of preparation 3-5
Unable to respond to questions and comments satisfactorily 0-2
Able to respond to questions and comments satisfactorily 3-5

Assessment rubrics for project participation (10%)

Almost no participation at all, poor attention with SL partner/supervisor 0-1
Some participation with SL partner/supervisor 2-4
Regular participation, focused with SL partner/supervisor 5-7
Regular and constructive participation in SL throughout 8-10

Assessment rubrics for project reports (25%)

Content mainly irrelevant to course materials and aims, demonstrates little or 0-2
no synthesis of the materials or discussion; little meaningful reflection
Content generally relevant to course materials and aims, demonstrates 3-6
competent level of analysis and discussion; fair reflection
Content highly relevant to course materials and aims, demonstrates 7-10
sophisticated analysis and discussion; insightful reflection
Essay is poorly organized, lacks signposts, linkages between sections and 0-2
coherence, and shows little understanding and review of relevant identified
criminology issues and relevance for SL undertaken
Essay is generally well organized, sections and paragraphs follow logically, 3-6
argument generally clear showing some critical understanding and review of
relevant identified criminology issues and relevance for SL undertaken
Essay is well organized, argument is convincing and provides good insights 7-10
and shows critical understanding and review of relevant identified
criminology issues and relevance for SL undertaken
Writing style poor, with many grammatical and spelling errors 0-1
Writing style good, with some grammatical and spelling errors 2-3
Writing style excellent, with few grammatical and spelling errors 4-5

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Assessment rubrics for e-learning activities (10%)

Criteria Excellent Average Poor

Engagement (5%) Actively engages and Some engagement and No or limited engagement
makes a sincere effort to interaction with the or interaction with the
interact with the activities (2-3) activities (0-1)
activities (4-5)
Level of comments Comments advance the Makes relevant and fair Demonstrates a noticeable
(5%) level and depth of the comments (2-3) lack of understanding or
dialogue (4-5) interest (0-1)

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