The Media & Social Control (WJEC Eduqas GCSE Sociology): Revision Note

Exam code: C200

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Media coverage of crime

  • The media both reflects and shapes public concern about crime

  • People are influenced by what they see in the media – this is called the hypodermic syringe model

    • Media messages are "injected" directly into the minds of audiences, just like a syringe injecting a drug

    • It assumes audiences are passive and powerless to resist or interpret messages differently

  • Coverage often fuels fear through over-reporting and exaggeration — a process known as deviancy amplification

  • The media also plays a key role in agenda setting, deciding which issues become public priorities

    • By focusing on some stories and excluding others, the media influences what people perceive as social problems

News values

  • Journalists, editors, and media owners (known as gatekeepers) decide which events are newsworthy based on certain news values

  • Crime stories are more likely to appear if they involve:

    • children, e.g. child abductions or murders

    • violence – knife crime or terrorism

    • celebrities – involved in drugs, assaults, or drunk driving

    • graphic images – such as riots or disasters

  • As a result, the media distorts public perception by:

    • over-representing violent and serious crime

    • exaggerating the risks faced by certain groups (especially women, children, and the elderly)

    • over-reporting crimes committed by ethnic minorities and young people, leading to negative labelling

  • Because these crimes appear so frequently in the media, the public assumes they happen more often than they really do

Moral panics

  • Sociologist Stanley Cohen (1972) argued that the media can create moral panics by exaggerating or sensationalising deviant behaviour

  • A moral panic occurs when the media portrays a group or activity as a major threat to social values, causing public fear and overreaction

  • Examples include:

    • ‘hoodie’ culture and youth crime

    • violent video games and drill music

    • knife crime in London

    • migrants, single mothers, or ‘benefit cheats’ are being blamed for social problems

Folk devils

  • In moral panics, certain groups become ‘folk devils’scapegoats blamed for society’s ills

  • These groups are stereotyped as dangerous or immoral

  • Common folk devils include

    • youths

    • ethnic minorities

    • welfare claimants

    • refugees

The mods and rockers

  • Cohen’s study examined fights between youth subcultures — the mods and rockers — in seaside towns like Clacton

  • The media exaggerated the scale and seriousness of the incidents, describing them as riots and amplifying the fear of youth disorder

  • The result was that:

    • young people were labelled as troublemakers (folk devil)

    • the public and police overreacted, increasing arrests and harsher treatment (moral panic)

    • this reaction led to more deviant behaviour, confirming the stereotype — a process known as deviancy amplification

  • Cohen showed that the media not only reports deviance, but it also creates it

  • A modern parallel is the 2011 London riots, when many joined the unrest seeking attention and notoriety through social media

Deviancy amplification

  • Cohen argued that the media sensationalised and distorted the events (described above), which created a false image of young people and their behaviour

    • He described this as deviancy amplification

    • This amplification encouraged other young people to behave in the way portrayed by the media

    • A small altercation became more widespread as a result of the media's exaggeration

    • This resulted in a moral panic

  • People reading newspapers and watching the news on TV began to see the mods and rockers as a threat to law and order

    • The police acted harshly due to the public outcry, and this led to further arrests

  • Cohen's point is that the media amplifies deviance and causes more deviant behaviour

    • A more recent example is the London riots in 2011, where more people joined in the riots to have their 'five minutes of fame'

  • Moral panics tend to fade, but their impact, i.e., public anxiety, harsher laws, and group stigma, can be long-lasting

Sociological perspectives on media coverage of crime

  • The media can both promote social control and generate deviance

Functionalism

  • The media can increase awareness of social issues and help prevent crime

  • It can lead to public campaigns and interventions:

    • Knife amnesties and anti-violence campaigns

    • Reclaim These Streets (2021) after the death of Sarah Everard

    • Social media appeals for missing persons or witnesses

  • According to functionalists, this helps reinforce shared values and maintain social order by warning people of the consequences of deviance

Interactionism

  • Interactionists argue that the media uses labelling to construct deviance

  • Through selective reporting, certain groups become stigmatised

    • E.g., media coverage of 'hoodies', 'chavs', or migrants creates stereotypes that influence public attitudes and police action

  • Moral panics often reinforce the self-fulfilling prophecy, where those labelled as deviant act according to their labels

Marxism

  • Marxists agree with interactionists but go further — they argue that the media serves the interests of the ruling class

  • Moral panics distract the public from real issues such as inequality and exploitation

  • By blaming the working class or migrants, the media diverts attention away from the failures of capitalism

    • E.g., during economic crises, newspapers often highlight youth crime or immigration rather than corporate or political wrongdoing

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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