This syllabus is under construction & subject to change.
VICTIMOLOGY 340 & 540
Spring 2006
Thursday 6:00 pm
Instructor: Michelle Meloy,
Ph.D.
Office:
405-407 Cooper Street, suite 205
Phone:
(856) 225-2724
Office
Hrs: Monday 11:00 to 12:00 pm and by appointment
E-mail:
mlmeloy@rutgers.edu
REQUIRED
TEXTS
Crime
Victims by
Andrew Karmen, 5th edition
Victims and victimization by David Shichor and Stephen Tibbetts
In the name of hate: Understanding hate crimes by Barbara Perry
Understanding sexual violence: A study of convicted rapists by Diana
Scully
Lucky by Alice
Sebold
News
coverage of violence against women: Engendering blame by Marian Meyers
The
study of victims and the science of victimology, as a distinctive area of
independent scholarship, is relatively new. The contemporary criminal
justice system did not view victims as important players in the processing of
criminal cases nor were victims believed to be instrumental in understanding
the etiology of crime. As a matter of fact, until the last two decades,
crime victims were virtually ignored by criminal justice officials, academic
researchers, and social policy makers. This is no longer true. Criminal
justice protocol now permits victims to have a voice in how their
victimizations are resolved. Researchers have discovered the importance of
victim activity and victim offender relationships in understanding, predicting,
and deterring crime, and politicians and activists have embraced victims, even
if only symbolically.
In this
course we trace the historical and legal developments that were instrumental in
changing the status of crime victims within the justice system. We also
critically evaluate the impact of the victim's rights era and discuss who is
included and excluded in these reforms. One theme that resonates
throughout our discussions, week in and week out, is the notion of victim
prominence and social capital. These subjective
evaluations impact how the system responds to a crime and the victim's
experience within the legal structure. Perceptions of victims' social
capital have implications for the politicization of crime victim types and
victimology as a science. This course pays particular attention to the violent
victimizations of women, children and minorities.
Examinations:
There are two
examinations in this course designed to test your understanding of the
discussions, readings, and supplemental material. The first exam occurs about
mid-semester and is an in class essay examination. In the final weeks of
the semester you will schedule and take an oral examination with the
instructor. By the end of this course, I expect you have mastered its
primary themes and that you can think critically and converse intelligently on
them. If not, we have both failed in our duties.
Exam
grades will be computed as follows: 90-100% = A; 89-85% = B+; 84-80=B; 79-75% =
C+; 74-70%= C and so on. Check with your respective graduate programs or
undergraduate department to determine the grade necessary for this course to
count towards your graduation. No make up examinations will
be permitted except for emergency situations. Situations that qualify as
an emergency are dictated by university standards and must be accompanied by
appropriate documentation. The format of make up exams may vary at the
discretion of the instructor. Having said this, I understand that this is
a graduate seminar and I expect that you are in attendance because you WANT to
be here. If family, work or health complications make it impossible to
have your work completed as scheduled, you must contact me immediately.
Extensions will be made on a case-by-case basis.
Grading:
Both exams are
worth 25% of the cumulative points for a total of 50% of your final course
grade. You are also required to write a seminar research paper (20-25
pages in length) on a mutually agreed upon topic (between instructor and
student) that is due in the final days of the semester. Although the minimum
and maximum page limits apply to all enrolled students, I expect that the graduate
students will have selected a research topic worthy of at least 20 pages of
text. Research papers require special skills. For instance, a
distinct writing style or “tone” is used. Also, research papers are
empirical and/or theoretical explorations on the issue(s). This means
that only certain data, sources, and search engines are appropriate.
Please see me if you have questions. Students who fail to turn in an
acceptable final research paper can not receive a passing
grade in the course.
The
research paper accounts for 25% of your total grade. In addition, each student
is required to present his/her research findings in class. Each presenter
should plan a 10-20 minute talk. Presentations that include visual
accessories (such as power point, overheads, hand-outs, etc.) or other forms of
creativity are encouraged. Finally, students should be reminded that this
course is a graduate seminar. This means that rather than
relying only on the instructor to lecture on material we utilize a discussion
format. I view this class as a reciprocal learning process. I learn from you,
and hopefully, you will learn from me. I expect students to come
to class prepared to discuss the assigned readings. Nothing
less will be tolerated. If you are unable to fully commit to this
obligation, you should drop this course immediately. Stated another way,
you will not pass this course unless you come to class prepared! The
expectations for course performance and participation are the same for both graduate
and undergraduate students. Each week we will have designated student
leaders. Everyone is required to perform in the student leader role.
During your time as student leader, I expect you to be “extra prepared” for
the weeks assigned readings.
Mid-Term
Exam 25%
Oral
(Final) Exam 25%
Paper
& Presentation 25%
Student
Leader 10%
Participation
15%
Academic Dishonesty: Under no circumstances will academic dishonesty be tolerated. Academic dishonesty includes cheating on exams, helping another cheat, or taking someone else's work and passing it off as your own. Plagiarism, as a form of academic dishonesty, includes using someone else's work or ideas without proper citation. There are stringent regulations regarding the use of proper citations. If you have questions about when citation is required or how to correctly paraphrase anther's work and/or when to use quotations, refer to the APA manual. If you are still unclear about these issues, see me immediately. Recently, plagiarism from the internet has become an increasing problem, especially "clipping and pasting" information from online sources and using it as your own work and/or failing to give the source appropriate credit.
Unfortunately,
I often have students in violation of the academic
dishonesty standards set forth in the Rutgers University handbook and
reiterated on the sociology home page http://sociology.camden.rutgers.edu
. All violations of academic dishonesty will immediately be referred to Rutgers
University officials. The specific rules governing academic dishonesty
are addressed in the University catalog and student handbook. Sanctions
range from failing the course to expulsion from the University. *Be aware
that all papers are required to be turned over to me in hard copy and
electronically (on a 3.5 inch disk, CD or DVD & be labeled with your name)
so they can they can be searched for plagiarism in multiple ways.*
Course Outline and Reading Assignments: This is a general outline and is subject to change based on the discretion of the instructor. Readings may be added or deleted per instructor's discretion.
Week 1 (January 19): Class Introductions
Course
overview, professor and student introductions.
Karmen: The Rediscovery of Crime Victims, The Rise of Victimology, Ch.1
Shichor
& Tibbetts: Introduction, pgs. 1-11
*Week
2 (January 26): Background Info & Victim-Oriented Theories
Karman:
Statistical facts & The Victim's Contribution to the Crime Problem, &
Victims & CJS, Ch.2-4
Shichor
& Tibbetts: Chapter 1 (Victims by Geis), Chapter 2 (Some problematic
concepts...by Fattah) & Chapter 3 (Routine activities by Felson)
Submit a one
page TYPED paper stating your proposed victimology related research topic.
Include commentary regarding the relevance/significance of the proposed area of
study to this course and any references you currently have.
Week 3 (February 2): Intimate Partner Violence & Adult
Domestic victimization
Karmen: Family Violence (pgs. 225-227) & Violence between
intimates (pgs. 229-246)
Shichor & Tibbets: Chapter 8 (Attributions of self-blame by O'Neill &
Kerig), & Chapter 9 (Labeleing Parnter Violence by Hamby & Gray-Little)
additional reading: Prevalence,
Incidence and Consequences of Violence Against Women
additional reading: Costs of Intimate Partner Violence Against
Women
additional reading: Controlling Violence Against Women: A
Research Perspective
check
out the below web site for a comprehensive list of national dv victim
resources/organizations:
http://www.ojp.usdoj.gov/ovc/help/dv.htm
Note
to student leaders: What is meant by the term intimate partner violence? How
does it differ from terms like "domestic violence, "dating
violence," and "family violence"? Do these other terms
explain different behaviors and victim offender relationships? In what ways are
these crimes similar to one another? How common is family violence? What
characteristics are associated with an increased risk of victimization? What is
the typical gendered offending/victimization pattern associated with these
crimes? What types of policies exist to deal with intimate partner violence,
family violence, battery, etc.? What does victim empowerment mean? Are the
policies dealing with these crimes effective? If so, in what ways? What are
some of the unexpected "costs" to victims of well intentioned
policies? In what ways? *What policy suggestions can YOU think of to better
assist victims? How are these policies different from existing criminal justice
protocol?* Additional research/reading may be necessary to prepare for this
presentation.
Week 4 (February 9) Stalking
Karmen: Stalking Victims pgs 273-276
Brewster, Mary (2003) Power and control dynamics in prestalking and stalking situations, Journal of Family Violence, 18, 4, 207-217.
Grovers, Renee et
al. (2004) The influence of prior offender/victim relationship on offender
stalking behavior, Journal of Investigative Psychology and Offender
Profiling, 1, 153-167
Kinkade, Patrick et al., (2005) Criminalizing Attractions: Perceptions of
Stalking and the Stalker, Crime & Delinquency, 51, 1, 3-25.
Melton, Heather (2004) Stalking in the context of domestic violence: Findings
on the criminal justice system, Women & Criminal Justice, 15, 3-4,
33-58.
O'Connor, Maureen & Rosenfeld, Barry (2004) Introduction to the special
issue on stalking, Criminal Justice and Behavior, 31, 1, 3-8.
Rosenfeld, Barry.
(2004) Violence risk factors in stalking an obsessional harassment, Criminal Justice
and Behavior, 31, 1, 9-36.
Sheridan, L.P. & E. Blaauw (2004) Characteristics of false stalking
reports, Criminal Justice and Behavior, 31, 1, 55-72.
recommended reading: U.S. Department of
Justice: Stalking & (Domestic Violence)
Recommended
reading/additional resources: Stalking Resource Center
Note
to student leaders: Define what stalking is and how technology has created a
new type of stalking victim. What are some of the motives and dynamics of the
crime of stalking? What is the typical victim offender relationship associated
with this crime? How closely does this reality match the media presentation of
stalking? What event(s) placed the issue of stalking in the national spotlight?
How common is stalking? Why is it often associated with the crime of domestic
violence? What type of policies exist to deal with stalking? Are the policies
effective? In what ways? *What policy suggestions can YOU think of to better
assist victims? How are the policies different from existing criminal justice
protocol?* Additional research/reading may be necessary to prepare for this
presentation.
*Week 5 (February 16) Adult Sexual Victimization
Scully, Understanding Sexual Violence (entire book)
Karmen, Victims of sexual assault (pgs. 247-271)
Bachman, R & Paternoster, R. (1990) Impact of Rape Reform Legislation
(class hand-out)
additional reading: each student is required to bring 1-2 journal or newspaper articles to class on the topic of sexual assault victimization. These readings should highlight issues relevant to the victim's experience or legal processing of these crimes.
Note to student leaders: What is the legal definition of sexual
assault and how does it differ from the crime of rape? What is the typical
victim offender relationship associated with this crime? How prevalent is this
crime type? Why is sexual assault/rape believed to be so common in our culture
and other patriarchal cultures like ours? What factors or motivations are
believed to be associated with sex crimes? What type of victim-oriented
policies exist and what are the goals associated with them? Are the policies
effective? In what ways? *What policy suggestions can YOU think of to better
assist victims? How are these policies different from existing criminal justice
protocol?* Additional research/reading may be necessary to prepare for this
presentation.
Rough Draft of Research Paper Due: Submit a 3-5 page paper on your research
topic. Your introductory paragraph should be a “road map” to the rest of the
paper. You should inform the reader of what to expect in the following pages.
Be certain your rough draft contains (1) a clearly defined -- and pre-approved
-- research topic and/or research question, (2) a statement of why the issue is
of social importance, and (3) a working bibliography.
Week 6 (February 23) Crimes against children,adolescents abuse & young
adults
Sebold, Lucky (entire
book)
Karmen: Child victimization (pgs. 195-224)
Shichor & Tibbetts: Chapter 5 (Children as Victims by Office for Victims of
Crime) & Chapter 6 (Internet crimes by Office for Victims of Crime)
Haugaard, J & Seri, L (2004) Stalking and other forms of intrusive contact
among adolescents and young adults, Criminal Justice and Behavior, 31, 1,
37-54.
Phillips, L., et al (2004) Is it stalking: Perceptions among college
undergraduates, Criminal Justice and Behavior, 31, 1, 73-96.
additional reading: Sexual Assault Against Children @ttp://www.ojp.usdoj.gov/bjs/pub/pdf/saycrle.pdf
additional reading: Child Victimizers @http://www.ojp.usdoj.gov/bjs/pub/pdf/cvvoatvx.pdf
additional reading: US News Report on Child Molesters @http://www.cnn.com/US/9608/29/castration/
Note to student leaders: Operationalize (i.e., clearly define) the victimization
types covered this week. What behaviors are contained under the heading
child victimization? Which types are most prevalent? What are the motivations
of offenders or theories of offending that best explain these crime types? What
role does technology play for these victims? What are some of its pros and
cons? Do younger stalking victims have unique experiences? Explain. What
polices exist to help these victims and what are their goals? Are these
policies effective? What recommendations would YOU make to better assist these
victims?
Note to readers of "Lucky," be prepared to discuss the following:
What attempts did Alice make to protect herself from the rape? What did she do
when she thought her attacker would kill her? What role did shame play in her
survival? How did her family respond to the rape? What relevant life-family
experiences were discussed in the book? How did the attack affect Alice's
relationship with her family, friends, and her dating life? How did the
officials respond to her victimization? Did race play a role in this case? How
so? Describe her questioning by the district attorney, the grand jury
experience, the trial? Were there examples of victim-blaming in the book?
Victim-defending? How important was Alice's virginity? Explain. Was the
victim-impact statement empowering for Alice? Elaborate. How did this event
impact Alice's life after college? Is this common for rape victims?
*Week 7 (March 2): Mid-term (in-class) examination!
Week 8: (March 9) Media's Presentation of Violence
& White-collar victimizations
Meyers, News
coverage of violence against women (entire book)
Shichor & Tibbetts, Chapter 4, Chapter 11 & Chapter 12
additional readings: each student must bring to class 1 newspaper or journal
article on topics relevant to the media's coverage of crime AND identity-fraud
issues or another type of white-collar crime. In other words, each
student should have 2 articles total - one on both topics.
Note to student
leaders: What are some of the major issues that arise with respect to the
media's handling of gendered violence? What priorities or factors guide media
decisions regarding which cases to highlight and which cases to ignore? What
role does an offender's and victim's gender, race, class, ethnicity and
sexual orientation play in how the media handles a crime story? What victim
offender profiles are most and least likely to receive media attention in a
crime of violence? Why is this? How comon is white-collar crime? What are some
of the primary issues identified in the readings regarding these
victimizations? Does the criminal justice see these victimization types
differently than "street" crimes? Explain. What victim-oriented
policies or legislation exist to protect victims from re-victimization by the
media or from white-collar crimes? Are the policies
effective? In what ways? *What policy suggestions can YOU think of to better
assist victims? How are these policies different from existing criminal justice
protocol?* Additional research/reading may be necessary to prepare for
this presentation.
Week
9 (March 16) Spring Break! No class
Week 10: (March 23) Hate-crime victimizations
Perry, In the name
of hate (entire book)
Karmen,
Victims of bias crimes (pgs. 277-289)
Shichor & Tibbetts, Chapter 13 (Characteristics of hate-crime
victimizations by Levin)
Readings TBA
Note to student leaders: What are some of the major issues that arise with respect to this class of victimization? What are the risk factors associated with this type of offending or victimization? What high-profile cases have brought this crime into the public's awareness? What victim offender profiles/relationships are most likely to be present with this crime type? How comon are these crimes believed to be? What victim-oriented policies or legislation exist to protect victims from this crime? Are the policies effective? In what ways? *What policy suggestions can YOU think of to better assist victims? How are these policies different from existing criminal justice protocol?* Additional research/reading may be necessary to prepare for this presentation.
Week 11: (March 30) Comprehensive policy issues
Karmen, alternative directions, pgs. 328-366
Policy Issues: Shichor &
Tibbets, Society & The Victim, Chapters 15-21
Readings TBA
Note to student leaders: What type(s) of policies are currently in
place to assist victims? Do they benefit and serve the needs of all crime
victims equally? Explain. Are these policies effective? In what ways? Some scholars suggest
that restorative justice or peace-making criminology offer greater promise for
increasing public safety as compared with traditional criminal justice
responses. What theories and research support this contention? How
would these policies likely impact crime victims? Are there some crime
victim-types that may be especially vulnerable to harm from these alternative
approaches? *What policy suggestions can YOU think of to better assist
victims? How are these policies different from existing criminal justice
protocol?* Additional research/reading may be necessary to prepare for
this presentation.
Week 12: (April 6) Formal Class Presentations.
Individual presentations should not exceed 20 minutes!
Week 13: (April
13) Formal Class Presentations
Individual
presentations should not exceed 20 minutes!
Week 14: (April
20) Oral Final Examination
Expect to spend 30-45 minutes on your individual oral examination.
Week
15: (April
27) Oral Final Examination
Expect
to spend 30-45 minutes on your individual oral examination.
Week 16: (May 4) Oral Final Examination
Expect
to spend 30-45 minutes on your individual oral examination.
RESEARCH
PAPERS ARE DUE NO LATER THAN