Media Representations of Crime (AQA A Level Sociology): Revision Note

Exam code: 7192

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Media representations of crime

  • The media is a key source of information about crime for the public

  • Newspapers, TV, films, and online platforms often present a distorted picture of crime compared to official statistics

  • These distortions shape public perceptions, fear of crime, and even government policy

  • Media can also create opportunities for crime, such as cybercrime and online fraud

Crime in the media vs reality

  • Crime dominates news coverage

    • Williams and Dickinson (1993) found that British newspapers devote 30% of their content to crime stories

  • Types of crime are over-represented

    • The media emphasises violent and sexual offences, while everyday property crimes like theft or fraud are underreported

  • Fallacies in media coverage (Felson, 2002)

    • Age fallacy: Offenders are shown as older and more middle-class than official statistics suggest

    • Dramatic fallacy: The media focuses on extraordinary crimes (murders, abductions), exaggerating the risk of victimisation

  • Victimisation is exaggerated

    • The media often portrays women, the elderly, and higher-status groups as most at risk

    • In reality, the CSEW (Mar 2023) shows:

      • Mixed-ethnicity adults had the highest victimisation rate (24%), compared to 16% overall

      • Young, male, unemployed individuals face the highest actual risk of being victims

  • Underlying causes ignored

    • Crime is usually presented as a series of isolated incidents, rather than linked to broader social factors (e.g., poverty, inequality)

  • Coverage gives the impression of:

    • rising crime rates (even when statistics show declines)

    • a constant risk of random attacks

    • criminals as calculating masterminds or dangerous strangers (ignoring ordinary offenders)

News values & crime coverage

  • Newsworthiness is socially constructed:

    • What becomes “news” depends on how journalists and editors apply news values to decide which stories will attract the largest audience

  • Cohen & Young (1973) suggest that news is not 'discovered' but manufactured — some stories are selected while others are ignored

  • News values that increase a story’s chances of being reported include:

    • immediacy – 'breaking news' stories

    • drama – clear heroes/victims/villains, action and excitement

    • personalisation – human interest stories focusing on individuals

    • high-status victims – e.g., celebrities, children, the elderly

    • risk – random crimes that could affect anyone, creating fear

    • novelty/unexpectedness – unusual or shocking events

  • Jewkes (2010) observes that crime news is typically dramatic, violent, and risk-focused, because these attract attention

Fictional representations of crime

  • TV, films, and novels are major sources of crime knowledge, but they often misrepresent reality

  • Typical portrayals include:

    • police usually solve cases and catch offenders

    • criminals are depicted as clever, violent masterminds

    • victims are often high-status (middle-class, white women)

    • offenders are usually male, white, and middle-aged

    • sex crimes are portrayed as committed by strangers, rather than acquaintances (contrary to real statistics)

    • violence, drugs, and sexual offences are over-represented

  • Surette (1998) argues that fictional portrayals shape public perceptions and stereotypes but do not reflect actual crime statistics

Sociological theories & media effects

  • Functionalism:

    • Reiner (2007) claims that media and advertising promote unrealistic ideals of material success, creating anomie among poorer groups

    • Media raises expectations about wealth and consumer goods, and when reality fails to match this, the moral certainty that crime is wrong weakens

  • Marxism:

    • Media over-reports working-class street crime while under-reporting white-collar and corporate crime, protecting ruling-class interests

    • Crime reporting reflects ruling-class ideology, giving the false impression that working-class crime is the biggest threat to society

  • Interactionism:

    • Media labelling shapes perceptions of certain groups (youth, asylum seekers, ethnic minorities) as being more criminal

    • This creates moral panics and stereotypes that fuel discrimination

  • Left realism:

    • The media exaggerates consumer lifestyles and celebrity wealth, reinforcing relative deprivation among poorer groups

    • This sense of exclusion contributes to frustration and potential offending

  • Right realism:

    • The media reinforces the idea of a 'law and order' crisis, heightening public fear of crime

    • This justifies tougher social control (e.g., harsher policing, 'zero tolerance' policies)

    • Media exaggeration reflects real public concern about crime and helps push for practical solutions like more visible policing and stronger punishments

Examiner Tips and Tricks

To secure top AO2 marks, apply theories of media representations to contemporary news coverage. This shows you can link concepts like news values, moral panics, and crime in the media vs reality to real-world reporting, not just memorise theory.

Use examples like these in essays to apply media representations of crime; show how news values select and shape crime stories, how moral panics and fallacies distort risk, and how coverage can influence public fear and government policy.

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Cara Head

Reviewer: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding