Routine Activity Theory
See Routine activity theory
Routine activity theory a sub-field of rational choice criminology, developed by Marcus Felson and Lawrence Cohen.
Routine activity theory says that crime is normal and depends on the opportunities available. If a target is not protected enough, and if the reward is worth it, crime will happen. Crime does not need hardened offenders, super-predators, convicted felons or wicked people. Crime just needs an opportunity.
The basic premise of routine activity theory is that most crimes are petty theft and unreported to the police. Crime is not spectacular nor dramatic. It is mundane and happens all the time.
Another premise is that crime is relatively unaffected by social causes such as poverty, inequality, unemployment. For instance, after World War II, the economy of Western countries was booming and the Welfare states were expanding. During that time, crime rose significantly. According to Felson and Cohen, this is because the prosperity of contemporary society offers so much opportunities of crime: there is much more to steal.
Routine activity theory is controversial among sociologists who believe in the social causes of crime. But several types of crime are very well explained by routine activity theory :
- copyright infringement related to peer-to-peer file sharing
- employee theft (internal theft)
- corporate crime
Read more about this topic: Rational Choice Theory (criminology)
Famous quotes containing the words routine, activity and/or theory:
“I did toy with the idea of doing a cook-book.... The recipes were to be the routine ones: how to make dry toast, instant coffee, hearts of lettuce and brownies. But as an added attraction, at no extra charge, my idea was to put a fried egg on the cover. I think a lot of people who hate literature but love fried eggs would buy it if the price was right.”
—Groucho Marx (1895–1977)
“Play for young children is not recreation activity,... It is not leisure-time activity nor escape activity.... Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.”
—James L. Hymes, Jr. (20th century)
“The theory [before the twentieth century] ... was that all the jobs in the world belonged by right to men, and that only men were by nature entitled to wages. If a woman earned money, outside domestic service, it was because some misfortune had deprived her of masculine protection.”
—Rheta Childe Dorr (1866–1948)