Are people born criminals, or do they learn to become criminal? Is there a “crime gene”? Can criminal behavior be inherited, or do people have control over their actions? These questions have intrigued scholars, parents, and the public for decades.
Some people assume that crime is inherited. They look at families where multiple members have committed crimes and conclude that the children must have inherited “criminal genes” from their parents. In this view, the children are simply following a script written into their DNA.
Sociologists, however, challenge this idea. They argue that crime is learned—just like any other behavior. Learning to commit a crime is no different from learning to ride a bicycle, swim, or even smoke a cigarette. People learn the “how-to” of criminal acts and the reasons that make such acts seem acceptable to them.
One of the first to make this argument was American sociologist Edwin Sutherland (1883–1950), the same scholar who coined the term white-collar crime. Over 13 years, from 1934 to 1947, Sutherland developed his theory that criminal behavior is learned.
Sutherland’s key point is clear: criminal behavior is not inherited, inborn, or part of human biology. Burglary, robbery, theft, and other crimes are learned behaviors.
According to Sutherland, learning to commit a crime involves two key elements. First, people learn the techniques for committing the act—the “modus operandi.” For example, a burglar learns how to break in without being caught; a robber learns how to strike effectively; a sex worker may learn how to operate discreetly under the law.
Second, they learn the rationalizations and justifications that make the crime seem acceptable. Committing a crime is not easy on the conscience. To cope, criminals develop ways to “neutralize” feelings of guilt, a concept later described by sociologists Gresham Sykes and David Matza as techniques of neutralization.
Sutherland emphasized that criminal behavior is learned through interaction with others, often in close, personal relationships. Face-to-face communication—both verbal and nonverbal—is key. Back in his time, these interactions mainly took place in families, gangs, or small social groups.
If Sutherland were writing today, he would include modern influences. With the internet, television, and social media, people can now learn criminal methods without needing a personal teacher. Crime tutorials, tips, and even criminal networks are accessible online, making learning faster and broader than ever.
Sutherland also highlighted four factors that shape how effectively a person learns crime: duration, frequency, priority, and intensity of association.
- Duration: The longer someone spends with a criminal mentor, the more likely they are to learn successfully.
- Frequency: The more often they interact with the mentor, the better they learn.
- Priority: The younger a person is when exposed to criminal behavior, the more impressionable they are. Learning crime early can have lasting effects.
- Intensity: People are more likely to adopt behaviors from someone they admire or respect. Without respect for the teacher, learning is unlikely to stick.
In short, crime is not written in our genes. It is a social behavior, learned through experience, guidance, and exposure. Understanding this can help society focus less on “bad blood” and more on the conditions and influences that shape criminal behavior.
What This Means for Society
If criminal behavior is learned, the implications are significant. Parents, for example, must be mindful of their actions around their children. Kids can pick up behaviors—both good and bad—sometimes without even realizing it. Children may imitate the criminal behavior of their parents, whether intentionally or not.
It’s not just parents who influence children. Younger siblings can also learn criminal habits from older brothers or sisters who are already involved in crime. This makes the home environment, and even the broader family network, a crucial factor in shaping a child’s future.
Understanding that crime is learned highlights the importance of guidance, supervision, and positive role models. If society can intervene early—through families, schools, and communities—it has a real chance of steering young people away from a life of crime.
