Moral Panics (AQA A Level Sociology): Revision Note

Exam code: 7192

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Folk devils & moral panics

  • Interactionists and labelling theorists argue that the media plays a major role in the social construction of crime by:

    • labelling certain groups as criminal or deviant

    • exaggerating or distorting their behaviour

    • creating folk devils (scapegoats blamed for society’s problems)

  • Cohen (1972) defines moral panics as:

'An exaggerated over-reaction by society to a perceived problem – usually driven or inspired by the media – where the reaction enlarges the problem out of all proportion to its real seriousness.'

How a moral panic works

  • The media identify a group and present them in a negative and sensationalised way

  • Symbolisation: the group becomes associated with visible signs (clothing, music, slang, behaviour) so the public can easily recognise and stereotype them

  • Demonisation: the group is labelled as folk devils and portrayed as a threat to social order

  • Exaggeration and distortion of the 'problem', the number involved or the extent of damage caused or cost

  • Condemnation: politicians, police chiefs, and other 'respectable' authority figures publicly denounce the group

  • Crackdown pressure builds, leading to tougher policing, new laws, and harsher punishments

  • Self-fulfilling prophecy develops as increased policing leads to more arrests, which reinforces negative labels and fuels a deviance amplification spiral where the problem escalates

Examples of moral panics

  • Mods and Rockers (1964)

    • Groups of working-class youths in seaside towns clashed in minor fights

    • The media reported these scuffles as riots, exaggerating violence and public disorder

    • Their fashion (suits and scooters for Mods; leather jackets and motorbikes for Rockers) became symbols of deviance

    • Authorities increased police presence and tougher controls, which only drew more attention to the groups and worsened tensions

  • Mugging (1970s)

    • British media constructed a crisis around street crime, linking it with young Black men

    • Hall et al. (1978) argued this was not just about crime but a way to distract attention from the economic crisis and unemployment

    • The 'mugger' became a folk devil, leading to heavy-handed policing and reinforcing racist stereotypes

  • AIDS crisis (1980s)

    • Early coverage presented HIV/AIDS as a 'gay plague', demonising homosexual men as immoral/dangerous

    • This moral panic fuelled homophobia, stigmatisation, and calls for stricter regulation of sexuality

    • Later campaigns (Don’t Die of Ignorance) began to reduce the panic by providing education

  • Illegal raves (1980s-1990s)

    • The media portrayed dance music events as dangerous sites of drug use, violence, and moral decline

    • Led to the Criminal Justice and Public Order Act (1994), restricting unlicensed gatherings and music with a 'repetitive beat'

  • Child sexual abuse (1990s-2000s)

    • High-profile cases, e.g., Sarah Payne (2000), intensified public concern

    • The media framed paedophiles as ever-present threats, often exaggerating risks

    • Vigilante action followed (some against innocent people)

    • Triggered policy responses, including the Child Sex Offender Disclosure Scheme (often called 'Sarah’s Law')

  • Knife crime (2000s)

    • Headlines about youth knife murders drove tougher stop-and-search, taser rollout, and stiffer sentences

    • Met Police Operation Blunt 2 and the use of knife arches in hotspots/schools symbolised a crackdown

    • There is debate over whether such measures reduce violence or simply amplify the labelling of young, often Black, men

  • Asylum seekers & migrants (1990s–present)

    • Periodic framing as threats to jobs, housing and culture - classic 'folk devil' construction

    • Sensational headlines (e.g., 'swarms, invasion') magnify fear and legitimate tighter border and benefits controls

    • Critics argue media coverage routinely overstates numbers/costs, stoking moral panic rather than reflecting evidence

  • Terrorism (2000s–present)

    • Post-9/11 (2001) and 7/7 London (2005) coverage often linked 'terrorism' to Muslims, feeding Islamophobia and surveillance policies

    • Spikes in anti-Muslim hate incidents after attacks illustrate how media framing can widen the panic to entire communities

Causes of moral panics

Interactionism

  • Cohen argues that moral panics often occur during times of social change (e.g., economic downturns, rising immigration)

  • Change is seen as undermining the traditional social order, creating widespread uncertainty and anxiety

  • A moral panic is society’s attempt to reassert authority and control over groups seen as a threat

Example: Mods and rockers

  • Context: In post-war Britain, young people’s affluence, consumerism and hedonism clashed with the values of the older generation, who had lived through the austerity of the 1930s–40s

  • Folk devils: The mods and rockers were portrayed as violent and deviant youth gangs

  • Boundary crisis: Cohen described this as a 'boundary crisis', where people were unsure of the line between acceptable and unacceptable behaviour

  • Impact: Media exaggeration and tougher policing created a deviance amplification spiral that reinforced the panic

Functionalism

  • Moral panics can be understood as a response to anomie (normlessness) caused by social change

  • By dramatising threats through the creation of folk devils, the media raises collective consciousness and reasserts core values

  • This strengthens social solidarity, reminding people of shared norms and boundaries

Example: 7/7 London terrorist attack

  • Context: The shock of coordinated bombings created widespread fear and uncertainty

  • Folk devil: The Media and officials framed violent extremists as a clear threat to the community

  • Collective consciousness: National rituals (e.g., minutes of silence), public statements of unity, and shared mourning brought people together

  • Reasserting core values: Emphasis on resilience, community safety, and the rule of law; expansion of counter-terror powers framed as protecting core values

Neo-Marxism

  • Hall et al. (1979) argue that the ruling class can deliberately engineer moral panics

  • They function as a way to divide and rule the working class, often along racial or cultural lines

  • Moral panics also serve to distract attention from deeper structural problems, such as economic crises

Example: Asylum seekers & migrants

  • Distraction from structural issues: Heavy media focus on migration can draw attention away from problems like low pay, rising cost of living, and growing wealth inequality

  • Divide and rule: By framing migrants as a 'problem', the media can pit groups against each other (e.g., citizens vs. migrants), which weakens solidarity among ordinary people

  • Media concentration: According to The Media Reform Coalition (2023) (opens in a new tab), UK media ownership is highly concentrated:

    • DMG Media (Daily Mail, Metro, i)

    • News UK (The Sun, The Times)

    • Reach (Daily Mirror, Daily Express, Daily Star)

  • Together, these three companies control around 90% of national newspaper circulation, giving them significant power to set the news agenda across print, broadcast and online

Cyber-crime & moral panics

  • New technologies often trigger moral panics because they are unfamiliar and fast-changing

  • The Internet has been accused of corrupting young people and undermining public morality

  • Wall (2001) identifies four types of cybercrime:

    • Cyber-trespass (e.g., hacking, spreading viruses)

    • Cyber-deception/theft (e.g., fraud, identity theft)

    • Cyber-pornography

    • Cyber-violence (e.g., cyberbullying, hate speech)

  • Media exaggeration of online threats (e.g., hackers, cyber-paedophiles) fuels panic

  • At the same time, the Internet enables new forms of surveillance and control, such as digital fingerprinting and monitoring emails

Evaluation of moral panics

Strengths

  • Highlights media power

    • Munice (1987) notes that moral panic theory emphasises how the media shapes public perceptions of crime and deviance by amplifying certain behaviours

    • It shows that the media has the power to label groups as 'folk devils', which can influence political decisions and public attitudes

  • Explains social reactions

    • The theory explains why authorities often respond with harsher policing, new laws, or 'crackdowns' following media-led panics

    • It highlights the process of labelling and deviance amplification, showing how moral panics escalate problems instead of solving them

Criticisms

  • Left realist critique

    • Some problems are real, not exaggerated

    • Terrorism, knife crime, or child sexual abuse are genuine threats, so people’s fear is not always irrational

    • The theory assumes all reactions are 'disproportionate' when sometimes they reflect real risks

  • Postmodernist critique

    • Audiences are more media-literate and diverse; people interpret news differently and don’t always believe media exaggerations

    • Social media offers multiple perspectives, weakening the impact of traditional media-led panics

  • Normalisation

    • McRobbie and Thornton (1995) argue that repeated 'panics' have less effect because audiences become desensitised

    • Many lifestyle choices (e.g., cohabitation, youth subcultures) are no longer universally viewed as deviant, making it harder for the media to spark panic

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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