A significant body of research suggests that environmental risks are more likely to be found in minority and low-income communities. Few studies have questioned whether communities of lower socioeconomic status may be less protected by regulatory agencies through the use of fines in instances of noncompliance. Using the Environmental Inequality Formation perspective (EIF) and data drawn from the U.S. Environmental Protection Agency’s (EPA) administrative enforcement cases within the U.S. Pacific Northwest from 2007 to 2011, this project finds that the factors primarily influencing fine severity include the type and severity of the offense. However, after controlling for other factors, fines are less severe against facilities surrounded by low-income households. This research confirms the need for scholars, policy makers, and activists to develop greater linkages between the EIF perspective and environmental sentencing by more clearly teasing out the roles that facilities, enforcement agencies, and especially communities play in these outcomes.

National data indicate that prescription painkillers are the second most commonly misused prescription drug on college campuses. Although much research has focused on the motivations given for the nonmedical use of these drugs, few studies explore justifications for use. This article fills that gap by explicating the justifications college students incite to defend their nonmedical use of these drugs. Drawing on semistructured interviews with students ( N = 76) from a large public northwestern university, inductive analysis uncovered social learning theories of crime, more specifically Sykes and Matza’s neutralization theory, as helping to inform students’ justifications for use. These justifications were combined to form two broad justification categories: “the safety factor” and “authoritative enabling.” Given that justifications helped students to resolve any guilt, shame, or stigma associated with their deviant use of prescription painkillers, it is important that future research continue to explore and disentangle motivations from justifications.

This article explicates the ways that the popular television series Sons of Anarchy in conjunction with our content analysis coding tool can be used to teach theories and concepts central to Sociology of Deviance courses. We detail how students learned to understand deviance as a social constructed phenomenon by coding and analyzing the behaviors of their most liked and most hated Sons characters. Evidence extrapolated from students’ final projects, class discussions, and course evaluations suggests that this pedagogical technique creates a systematic teaching method enabling students to more actively engage in the course while enhancing connections to the course materials.

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