The Media as a Cause of Crime (AQA A Level Sociology): Revision Note

Exam code: 7192

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

The media as a secondary agent of socialisation

  • There has long been concern that the media can negatively shape attitudes, values and behaviour, especially among children

  • Newsome (1994) claimed that violent media (e.g., horror films) can desensitise children to violence, making them more likely to imitate it

  • Newsome saw the media as a powerful secondary agent of socialisation, influencing young people alongside family and school

The hypodermic syringe model

  • Suggests the media directly injects values and norms into audiences, who are seen as passive

  • Possible effects include:

    • imitation – copying deviant role models seen on screen

    • desensitisation – becoming less sensitive to violence after repeated exposure

    • arousal – stimulation from violent or sexual imagery

    • glamorisation – presenting crime as exciting, glamorous or rewarding

    • problem-solving – showing knowledge of criminal techniques

    • distrust of police – repeated portrayals of officers as corrupt or incompetent

  • However, most studies find that exposure to media violence has only a small and limited effect on audiences

Fear of crime

  • The media often exaggerates risks, encouraging the public to believe they are more likely to be victims than official statistics suggest

  • Gerbner et al. (2002) found in the USA that heavy TV viewers (4+ hours a day) were more likely to believe they were at risk of crime ('mean world syndrome')

  • Schlesinger & Tumber (1992) found a link between media use and fear of crime:

    • Tabloid readers and heavy TV users reported greater fear, especially of muggings and physical attacks

  • Media coverage focuses on random, unpredictable attacks, which strengthens feelings of vulnerability

  • Media-driven fears may not reflect reality, but can change behaviour, e.g.,

    • People already fearful of going out at night may stay in more

    • Staying in leads to more TV consumption, which reinforces their fears

  • Laboratory-based studies have often tested whether exposure to media portrayals of crime and deviance leads viewers to commit crime themselves

  • These studies form part of the debate over whether the media can directly cause criminal behaviour

The media, relative deprivation & crime

  • Left Realists argue that the media increases feelings of relative deprivation among poor and marginalised groups

  • Lea & Young (1996) argue that:

    • the media promotes images of consumer lifestyles and the 'good life' of leisure, fun, and material goods

    • this raises expectations of wealth and success

    • when people feel excluded, they experience relative deprivation and social exclusion

  • This frustration can lead to criminal behaviour, as some individuals may turn to crime to obtain the commodities they cannot get legitimately

Cultural criminology & the media

  • Cultural criminology argues the media do more than encourage crime: they turn crime itself into a desirable commodity

  • Hayward & Young (2012) argue that in a media-saturated society, the boundaries between reality and representation are blurred, e.g.,

    • Gang violence filmed for TikTok or YouTube

    • Crimes 'performed for the camera' (e.g., happy slapping, viral challenges)

    • Police body-cams both record crime and shape how police behave for audiences

  • Crime is both committed and consumed as a media spectacle

Commodification of crime

  • Late modern society emphasises consumption, excitement and immediacy

  • Crime is used by the media and advertisers to sell products and lifestyles, especially to young people

  • Crime and its thrills are packaged and marketed through films, music, video games, and fashion

  • Popular culture glamorises deviant identities, e.g.,

    • 'Thug life' clothing

    • Perfume brands like Opium and Poison are exploiting 'forbidden' imagery

    • Gangster rap and crime-based video games

  • Crime becomes not only an offence but also a symbol of style

Strengths

  • Large body of research evidence

    • Decades of studies show that media portrayals can have at least some influence on attitudes, fear of crime, and perceptions of risk

    • Real-world examples (e.g., the James Bulger case in the 1990s linked to the film Child’s Play 3) show how media portrayals are taken seriously in public debates about crime

  • Practical examples

    • Media effects are often cited in policy debates and parental concerns, such as restrictions on video games (Grand Theft Auto) or films (A Clockwork Orange)

    • These examples show the media is widely believed to have at least some influence on behaviour, even if the effects are contested

Criticisms

  • Too simplistic

    • Media effects research often assumes audiences are passive, failing to recognise differences in age, class, gender, or education

    • In reality, not everyone reacts in the same way — what influences one person may have no effect on another

  • Other factors

    • Most experts argue that violence results from a complex mix of causes, not just media exposure

    • Factors such as poor socialisation, bad parenting, peer pressure, mental illness, or substance abuse are often more powerful influences

  • Interpretivist criticism

    • Sparks (1992) notes that many media ignore the meanings audiences give to media content

    • Violence in cartoons, horror films, or news is interpreted differently by viewers, but the hypodermic syringe model wrongly assumes the effects are uniform

  • Weak evidence

    • Cumberbatch (2011) reviewed 3,500+ studies and found no conclusive evidence linking media violence to real-life violence

    • Overall, he concludes that the evidence base is too weak to prove a causal link between media and crime

Examiner Tips and Tricks

When tackling a question like “Applying material from Item A, analyse two ways that the media may contribute to an increase in crime (10 marks)”, you can draw on ideas such as glamorous role models and the exaggeration of events in the news.

Use both media representations and media influence:

  • Media representations: how the portrayal of glamorous lifestyles or celebrity role models can encourage people to see crime as a route to success (e.g., Merton’s strain theory applied to consumer culture; Cohen’s study of subcultures)

  • Media influence: how exaggeration of events can create moral panics, labelling, or deviance amplification (e.g., Cohen’s Mods and Rockers)

For 10 marks, structure each point by:

  • Identifying a way the media may increase crime

    • e.g. promoting consumerism and glamorous lifestyles

  • Developing it with a brief example or explanation

    • e.g., people may turn to theft or fraud to achieve these lifestyles

  • Analysing how this links to crime

    • e.g., explains why media-fuelled desires can increase utilitarian crime

  • Evaluating briefly where possible

    • e.g., not everyone exposed to these media images will offend; class and personal values also matter

Examiners note that top-band answers apply sociological studies effectively and support their points with relevant contemporary examples.

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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