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Unlock This CourseAlbert Cohen was an American sociologist who developed an influential theory about why young people, especially boys from working-class backgrounds, form delinquent gangs. His ideas, published in his 1955 book "Delinquent Boys: The Culture of the Gang," help us understand why some young people reject society's rules and create their own alternative value systems.
Key Definitions:
Albert K. Cohen (1918-2014) was an American criminologist and sociologist who studied at Harvard University. He was particularly interested in juvenile delinquency and gang behaviour. His work bridges structural functionalism and subcultural theory, explaining how social structures can lead to deviant behaviour among certain groups.
"Delinquent Boys: The Culture of the Gang" (1955) is Cohen's most famous work. In it, he argues that delinquent behaviour isn't random or purely for material gain, but is a meaningful response to social problems faced by working-class boys in a middle-class dominated education system.
Cohen argued that delinquency stems from "status frustration" experienced by working-class boys when they enter the education system. Schools, according to Cohen, operate with middle-class values and judge all students by these standards.
Cohen identified several middle-class values that schools promote and reward:
The ability to work now for future rewards rather than seeking immediate pleasure.
Using "proper" language, good vocabulary and articulate expression.
Striving for educational achievement and career success.
Managing emotions, following rules and behaving "appropriately".
Being on time and respecting schedules and deadlines.
Organising time and resources for future goals rather than living in the moment.
Working-class children, especially boys, often come to school without these middle-class traits because they've been socialised differently at home. When they enter school, they face several disadvantages:
Working-class children might use different vocabulary or speech patterns at home compared to what's expected at school. A child who uses slang or non-standard grammar might be corrected or even mocked, making them feel inferior despite being perfectly capable of communicating effectively in their home environment.
According to Cohen, working-class boys have three possible responses to status frustration:
Some boys accept middle-class values and work hard to succeed despite disadvantages. They try to overcome their background and "play by the rules".
Some withdraw from competition and focus on local, working-class values. They don't rebel but don't strive for middle-class success either.
Some reject middle-class values entirely and create alternative value systems that invert mainstream expectations.
Cohen identified several key features of delinquent subcultures:
Cohen observed that much delinquent behaviour doesn't make practical sense. Delinquent gangs often:
This behaviour isn't about material gain it's about rejecting and inverting middle-class values. If society values property, they destroy it. If society values planning, they act impulsively.
When young people spray graffiti on school walls or vandalise public property, they're not typically gaining anything material. Instead, they're symbolically attacking institutions that represent middle-class values and that have labelled them as failures. The behaviour provides status within their peer group precisely because it rejects mainstream standards.
Cohen emphasised that delinquent subcultures are a collective solution to a shared problem. Working-class boys who feel rejected by the education system find others with similar experiences. Together, they create alternative value systems where they can achieve status.
Within the delinquent group, boys can gain respect and status by being "tough," breaking rules and showing contempt for authority. The more they reject middle-class values, the more status they gain in the group. This provides an alternative path to self-esteem for those who can't succeed in conventional terms.
The group provides emotional protection against feelings of inadequacy. By rejecting the standards that judge them as failures, delinquent boys protect their self-esteem. They can say, "We don't care about your stupid rules" rather than "We can't succeed by your rules."
While influential, Cohen's theory has faced several criticisms:
Despite these criticisms, Cohen's ideas remain relevant for understanding youth crime and deviance. His theory helps explain:
In the UK, students who are excluded from school are more likely to become involved in crime. Cohen's theory suggests this may be because exclusion confirms their status as "failures" in the education system, pushing them further toward alternative sources of status and respect. This highlights the need for inclusive education that values diverse strengths and backgrounds.
Understanding Cohen's theory helps us see delinquency not just as "bad behaviour" but as a meaningful response to social inequality and educational disadvantage. This perspective suggests that addressing youth crime requires tackling these underlying issues rather than simply punishing individual offenders.