Life Course Criminology

This course examines the theories, research findings, and policies concerning criminal behavior over the life course. A life course perspective views criminal behavior not as an isolated act, but as part of a developmental trajectory and series of turning points that affect the onset, frequency, and termination of criminal behavior. Criminal behavior is seen as the product of a complex interaction between changing characteristics of the individual and their social environment over their life course.
This course begins with an examination of the characteristics of criminal behavior more generally. Students will learn and critically engage with popular criminological theories and empirical research related to patterns of criminal behavior. We examine who commits crime, when they start, and how/when they persist.
We then examine the stages and trajectories of the life course in detail, ranging from childhood to adulthood. For example, in adulthood we examine key turning points in the life course - marriage, employment, parenting, and incarceration – to understand desistence from (or persistence of) criminal behaviors in adulthood. This course also digs deeper into a key factors that influence criminal behavior throughout the life course such as race/ethnicity and gender.
In the second part of the course, we will discuss criminal justice and policy responses to crime over the life course. Questions include: How do police, prisons, and re-entry policies and practices influence crime over the life course? Can we adequately predict who will commit crime and who will not? Are current policies to prevent and reduce crime effective? What policies should we consider for different stages of the life course?

Organization and preparation:

• Readings: Students will be assigned to read 1-2 empirical articles to read each week. Students are expected to read the literature in advance in preparation for the lectures and seminars. The readings will be discussed in more depth during the seminars, so students are expected to take notes on the readings, make your own summary, and prepare notes and questions for discussion during the seminars.
• Lectures: Each week’s topic will be introduced with a lecture giving an overview on background, key issues, theories, research findings and policies relevant to that week’s topic.
• Seminars: The main purpose of the seminars is to bring together the themes of the week’s lecture and readings through in-depth student-led discussions. The structure of the seminars may vary each week, but will generally be structured so students lead the discussion or application of the literature and topic. In some weeks, more instruction and feedback are provided for the final paper.
• Films: In this course, we will watch two films related to life course criminology. During these meetings, we will watch the film together, followed by student-led discussion. Students will hand in short reflective papers based on these discussions at the end of the meeting (pass/fail).
• Midterm exam: Students will take an exam covering information from the lectures and readings from the previous weeks. The exam is a closed-book, in-class exam, consisting of multiple-choice and short answer essay questions.
• Reflection paper: In the second part of the course, students will learn about criminal justice and other responses to crime over the life course. Based on one of these topics, students will write a final reflection paper discussing the evidence (for and against) certain approaches and how to address issues that arise in these areas. The reflection paper will be discussed in a final roundtable session at the end of the course.
• Final research paper (Life History Calendar): Throughout the course, students will work on a research paper (in pairs) in which they will interview an individual about their life course. Students will be provided with instructions and feedback during the seminars throughout the course.
• Participation: Students are expected to be active participants in classroom discussions. This includes attending all classes, being prepared by having read and analyzed assignments ahead of class time, and being ready to offer analyses and insights during class discussions. Students should be prepared to discuss the required readings and apply concepts during class. Student participation will be evaluated based on a rubric (use template).