5.8. The Chicago School

What was the primary focus of the Chicago School's approach to studying crime, which differentiated it from earlier biological and psychological positivism?

Which theorist from the Chicago School viewed cities as 'super-organisms' and was a key figure in the field of human ecology?

What is the concept proposed by Ernest Burgess that explains how cities grow from the central business district outwards?

According to the research by Shaw and McKay, in which specific area were the addresses of juvenile court-referred youths most frequently located?

What is the definition of 'social disorganization' provided in the chapter?

Which of the following is NOT listed as a physical status characteristic of the transitional zone identified by Shaw and McKay?

What population composition characteristics were found in the zone in transition?

Which of the following socioeconomic differences was characteristic of the transitional zone?

According to the Chicago School, why did social institutions like family and school fail to control behavior in the zone in transition?

What was the key premise put forth by Shaw and McKay regarding criminal behavior?

During which decades was the University of Chicago described as the 'vanguard for human ecology'?

What is 'human ecology' defined as in the context of the Chicago School?

What factors in the zone in transition were identified as preventing neighbors from solidifying community bonds?

Robert Park's comparison of the city-human relationship to 'the natural ecosystems of plants and animals' is an example of which concept?

Who were the two theorists that plotted the addresses of juvenile court-referred male youths, building upon the work of Burgess?

What was the academic relationship between Shaw and McKay and Ernest Burgess?

How many qualitative differences in the transitional zone did Shaw and McKay notice compared to other zones?

The Chicago School's focus on detecting differences between 'kinds of places' represents a shift toward what level of explanation?

Which social problem, besides infant deaths and tuberculosis, was also found at the highest rates in the transitional zone?

Why was the population of the transitional zone described as 'transient'?

The inability of residents in the zone of transition to agree on 'essential norms and values' is a core component of which concept?

The work of the Chicago School is categorized under which broad approach to criminology that uses empirical evidence and scientific inquiry?

Which of the following institutions was NOT explicitly mentioned as being part of the social institutions that fail in a disorganized community?

What was the direct consequence of buildings being in disrepair in the zone of transition?

The population of the zone in transition included higher concentrations of which two groups of family heads?

Which theorist's work provided the framework of urban zones that Shaw and McKay used for their study?

The Chicago School's theories suggest that crime is a product of:

The finding that many foreign residents in the transitional zone spoke different languages was used to explain what phenomenon?

What type of data did Shaw and McKay primarily use to identify high-delinquency areas?

The central idea of the Chicago School is that the causes of crime are found in the:

What is the consequence of high residential turnover in a neighborhood, according to social disorganization theory?

The research by Shaw and McKay provided strong evidence against which of the following ideas?

Which of the following would be the BEST example of a 'zone in transition' as described by the Chicago School?

The concept that 'community characteristics matter' when discussing criminal behavior is a contribution of which two theorists?

In the context of the Chicago School, what does the term 'invasion' refer to?

Which of these is NOT a characteristic of the population composition in the zone of transition?

The failure of social institutions in the zone of transition was largely attributed to what underlying factor?

Which university was the center for the development of the Chicago School of criminology?

The concentric zone theory suggests that cities grow in what pattern?

The Chicago School represented a shift from looking at criminals as different 'kinds of people' to looking at crime as a feature of different 'kinds of what'?

What effect did the 'invasion of industry' have on the physical status of the zone of transition?

According to the Chicago School's findings, which of the following is a direct result of social disorganization?

The idea that speaking different languages can prevent neighbors from talking and forming bonds is an example of a breakdown in what?

What distinguishes the Chicago School's positivism from earlier biological and psychological positivism?

The presence of a transient population, diverse cultures, and physical decay are all indicators of what theoretical concept?

According to Shaw and McKay's research, what was the relationship between ethnicity and delinquency rates in the zone of transition?

The Chicago School's approach can be described as primarily:

The finding of the 'largest number of condemned buildings' in the transitional zone falls under which of Shaw and McKay's three categories of differences?

What does the concept of a 'super-organism' imply about a city?

Ultimately, the Chicago School argued that high crime rates in certain areas were a normal reaction to what?