Chapter 2 - Theoretical Framework

Summary

ABSTRACT

This chapter constructs the theoretical framework of this book. Here I introduce the social control theory, the cultural deviance theory, the social disorganization theory, the social learning theory, and poverty and crime, in order to explain what and how socio-economic and institutional influences propel the practice of commercial sex activities. I describe how each of these theories is outlined and presented in order to justify the arguments made in the following chapters concerning the socio-economic and institutional construction of sex work.

INTRODUCTION

This book engages in the sociological discourse on the (de-)construction of extramarital sex in commercial forms in Indonesia. I explain and address related social theories such as social control and social learning theories and the discussion about the nuanced relationships between poverty and crime in order to support my declaration of how prostitution and sex trafficking occur and persist in Indonesian contexts from a socio-economic perspective. Also, I apply additional theories named cultural deviance and social disorganization theories in order to support the rationalization of how prostitution and sex trafficking are both socio-economically and institutionally constructed. So long as how sex work is being constructed is detailed and clarified, I, in this book, am allowed to suggest how deconstruction should be practised.

SOCIAL CONTROL THEORY

The justification of how juvenile and adult cohorts express criminality or delinquency can be supported by the social control theory. According to the theory, those expressing criminality or delinquency often lack the social forces to harness them from presenting deviance in terms of their behaviours. The social control theory states that people are discouraged from taking part in criminality or delinquency by their social bonds to society (Agnew 1991). Negative life events, such as poor treatment by others (like parents, teachers and peers), lessen the strength of social control over people's criminality or delinquency. For example, when parents and teachers tend to apply devaluing and demeaning approaches to educate the younger generations, the latter cohorts are at higher risk of developing substantial strains that foster their expression of criminality and delinquency. Those who consistently encounter parental absence, denial or rejection, in addition to whoever encounters school and peer bullying, are major drivers of the diminished levels of social bonds to communities and society.