CCJ 4014 Section 3161
Fall 2011
MWF Period 3 (9:35am-10:25am) Little 121

Instructor: Ronald L. Akers

Office and Office Hours: Tur 3358 10:30-11:30 MWF and by appt.
Web Sites: Akers =

Teaching Assistant: Maryann Thrush
Office and Office Hours: TBA

COURSE OBJECTIVES: The aims of the course are to introduce the basic assumptions and explanations in the leading theories of crime, delinquency, and deviance and theories of law and criminal justice. The aim is for students to develop an understanding of each theory and be able to critically evaluate its strengths and weaknesses with regard to logical consistency, scope, empirical adequacy, and implications for, and applications to, policy and programs.

The course syllabus, lecture notes, posting of grades, and other links and information will be maintained on the UF e-learning Sakai site for this course. Each student enrolled in the course will have automatic access to this site through MyUFL .

EXAMINATIONS: There will be three exams. The first exam is tentatively scheduled for Sept. 23 and the second for Nov. 3. The final examination will be given during the time scheduled by the Registrar for Period 3 MWF– Exam Group 16B 10:00am Dec. 16. THE FINAL EXAM WILL NOT BE GIVEN THE LAST DAY OF CLASSES. Please do not make travel plans that assume that you will not need to be on campus Dec. 16.
The examinations will not be cumulative; only material covered in the first part of the course will be on the first exam, only material since the first exam will be on the second exam, and only materials covered since the second exam will be included on the final exam.
The examinations will include true-false and multiple choice questions, and may, at the discretion of the instructor, also include essay questions. The materials to be covered will be indicated on the syllabus and reviewed in a class period prior to the date of the exam. Each student is responsible for bringing to the exam at least one #2 lead pencil for marking exam answer sheets and, if it is announced that the exam will include essays, at least one "blue book" essay booklet (available at UF Bookstore and other bookstores)

GRADES: The course grade will be assigned on the sum total of scores made on the total of the three exams. For this course the following grading schedule will be followed:
Percent Scored Grades Assigned
92% A89% A-
85% B+
82% B
78% B-
75% C+
70% C
65% D+
60% D
<60% E

The grades will be assigned based on the sum of the student’s scores on all exams as a percentage of the total possible points on all exams. Exam scores, not percentages and not letter grades, will be entered for each student for each exam. The cumulative total of points scored by the student adding the points scored on all three exams will be compared to scores equal to the percentages of the total possible points shown above and the course grade assigned on that comparison. For instance, if total possible points adding all three exams is 290, then 92% of that equals 266. If the total scored by the student adding together the points score on each of the three exams is 266 or higher then a grade of A will be assigned. Of the total possible, 82% equals 237 and 85% equals 246; if the total scored by the student on all three exam is 237 but less than 246, the grade of B will be assigned. And so on.
Students who score at a level on the first exam that is below C are encouraged to meet with the instructor or the TA to discuss the exam performance and ways of improving on the next exam.

I encourage class participation and discussion. The size of the class may hinder interaction, but questions in class are welcomed and will be responded to reasonably, clearly, and respectfully. During class time I may call upon students to respond to questions and ask for questions from students. I encourage critical understanding of the strengths and weaknesses of each of the theories found in the readings and class discussion, and this may entail raising questions about what is found in the reading and what is said in class.
Also, I am available and accessible for advising on the class or any academic issue related to your major, progress, and career goals. If you have individual questions or need assistance with regard to any class or reading materials, or need advice, you may see me during office hours or by appointment if you are unable to come to the office during those times.

ACADEMIC HONESTY: Academic honestly is assumed. No electronic device such as laptop, notebook, pads, or cellular phone may be operated or visible, and no notes, books, or other materials may be consulted or visible, during examinations. All students are encouraged to make it a matter of pride and conscience not to cheat in any way neither seeking assistance nor assisting another student to cheat. The Honor Code of the Student Body Statutes, endorsed by the University Senate reads: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. Your enrollment in this class is an expressed endorsement of this policy. In addition, the following statement will be inserted for your signature on each examination: "On my honor, I have neither given nor received unauthorized aid on this examination." The exam will not be accepted from you without this signature. There are procedures for sanctioning academic dishonesty including referral to the student honor court.


August 22 – First day of classes
Sept. 23 First Exam
Nov. 3 Second Exam
Dec. 7 – Last day of classes; Review for Final Exam
Dec. 16– Final Exam, Exam Group 16B, 10:00am
CLASS WILL NOT MEET ON THESE OFFICIAL UF HOLIDAYS: Sept. 5 - Labor Day; Nov. 4- Homecoming; Nov. 11 - Veterans Day; Nov. 25 -Thanksgiving


Akers, Ronald L. and Christine S. Sellers, CRIMINOLOGICAL THEORIES: INTRODUCTION, EVALUATION, AND APPLICATION. New York: Oxford University Press. FIFTH EDITION, 2009.
Note: Free Student Study Guide by Eric See Available Online at
Note: Used copies of this text should be easily available online or through the bookstores locally.

Cullen, Francis T. and Robert Agnew. Editors. CRIMINOLOGICAL THEORY: PAST TO PRESENT. New York: Oxford University Press. FOURTH EDITION, 2011.
Note: Used copies of this text should be easily available online or through the bookstores locally.

Note: All reading assignments for the course listed in the outline below come from these two texts. Assignments from the first are shown as Akers and Sellers, Ch#. Assignments from the second text are shown as Cullen and Agnew: Introduction pp. #; or Reading #, Author(s);
(Each reading in Cullen and Agnew is numbered and the number before an author(s) name is the reading number; it is not a page number. For instance, 1, Beccaria means the assignment is reading 1 (not p. 1) in Cullen and Agnew.


I. Introduction: Classification and Evaluation of Criminological Theories
A. Theoretical Questions and Types of Theory
B. Criteria for Evaluating Theory

Akers and Sellers: Ch 1
Cullen and Agnew: Introduction
II. Classical Criminology, Deterrence, and Rational Choice Theory
A. Classical and Neoclassical Criminology
B. Deterrence and Rational Choice Theory Today
C. Routine Activities Theory
D. Policy Implications

Akers and Sellers: Ch. 2
Cullen and Agnew:1, Beccaria; 32, Stafford and Warr; 33, Cornish and Clarke; 34, Cohen and Felson; 49, Felson;

III. Biological Theories
A. Lombrosianism and Early Biological Theory
B. Modern Biological and Sociobiological Theory
D. Policy and Program Implications of Biological Theories

Akers and Sellers: Ch. 3
Cullen and Agnew: Part II introduction, pp. 29-36; 2, Lombroso; 3. Ellis and Walsh; 4, Rowe

IV. Psychological Theories
A. Psychoanalytic Theory
B. Personality Theory
C. Policy and Program Implications of Psychological Theories

Akers and Sellers: Ch. 4
Cullen and Agnew: 5, Caspi et al.; 6 Lahey et al.


V. Social Learning Theory
A. Sutherland's Theory and Modifications
B. Social Learning Theory
C. Policy and Programs Implications of Social Learning Theory

Akers and Sellers: Ch. 5
Cullen and Agnew: Part IV introduction, pp.115-121; 10, Sutherland and Cressey; 12, Anderson

VI. Social Bonding and Control Theory
A. Control Theories
B. Social Bonding TheoryC. Self-Control Theory
D. Policy and Program Implications of Control Theory

Akers and Sellers: Ch. 6
Cullen and Agnew: Part VI introduction, pp.210-218; 18, Hirschi; 19, Gottfredson and Hirschi

VII. Labeling Theory
A. Labeling Theory
B. Revisions and Modifications
C. Policy and Program Implications of Labeling Theory

Akers and Sellers: Ch. 7
Cullen and Agnew: Part VII introduction, pp. 264-272;20, Lemert; 21, Braithwaite; 22


VIII. Social Disorganization, Anomie, and Strain
A. Social Disorganization, the Chicago School, the Ecology of Crime and Delinquency
B. Anomie and Strain Theories
C. Policy and Program Implications of Social Disorganization and Strain Theories

Akers and Sellers: Ch. 8
Cullen and Agnew: Part III introduction, p. 86-94; Part V introduction, pp.162-170; 7, Shaw and McKay; 8, Sampson and Wilson; 9, Sampson et al.13, Merton; 14, Cohen; 15, Rosenfeld and Messner; 16, Agnew

IX. Conflict Theory
A. Conflict and Consensus in Law and Criminal Justice
B. Group Conflict in Criminal Behavior
C. Policy and Program Implications of Conflict Theory

Akers and Sellers: Ch. 9

X. Marxist and Critical Theory
A. Marxist Theory of Law and Criminal Justice
B. Marxist Theory of Crime
C. Critical, Constitutive, Postmodern Criminology
D. Policy and Program Implications of Marxist and Critical Theory
Akers and Selles: Ch. 10
Cullen and Agnew: Part VIII introduction, pp. 294-303;23, Bonger; 25, Colvin; 26, Quinney

XI. Feminist Theory
A. Feminist Theory of Law and Criminal Justice
B. Feminist Theory of Crime and Delinquency
C. Policy and Program Implications of Feminist Theory

Akers and Sellers: Ch. 11
Cullen and Agnew: Part IX introduction, pp. 347-358; 27, Adler; 28, Chesney-Lind; 29 Heimer and DeCoster; 36, Steffensmeier and Allan

XII. Comparisons and Integration of Theories of Crime and Deviance
A. Issues in Theoretical Integration
B. Examples of Theoretical Integration

Akers and Sellers: Ch. 12
Cullen and Agnew: Part XIV introduction, pp. 529-536; 38, Moffitt; 39, Laub and Sampson; 45, Tittle; 47, Agnew;