Lawrence W. Sherman’s Defiance Theory
When we think about how laws work and why people obey or disobey them, we often assume that punishment makes people behave better. For example, if someone breaks the law and they are fined, jailed, or publicly shamed, we expect them to stop doing wrong things in the future. That sounds reasonable. But Lawrence W. Sherman, a respected criminologist, came up with an idea that challenges this assumption. He introduced what is known as the Defiance Theory. This theory says that sometimes punishment does not make people behave better. In fact, it can make them worse. It can make them more likely to break the law again. Let us explore this idea in a simple and clear way.
Defiance Theory starts with a basic observation: not everyone responds to punishment in the same way. Some people learn their lesson. They feel ashamed or scared, and they avoid doing the same wrong thing again. But others do not learn the lesson. Instead, they become angry, rebellious, and even more likely to break the law. They feel insulted, unfairly treated, or humiliated. And instead of fixing their behavior, they double down and do it again. Sherman called this reaction “defiance.”
To explain defiance, Sherman pointed out that it depends on how the person sees the punishment and the people giving it. If a person believes that the punishment was unfair, or that the police or court did not treat them with respect, or that the punishment was done just to control or hurt them, then the person may feel resentful. This resentment can grow into anger and a desire to fight back. That is when defiance happens.
Imagine a teenager who gets arrested for a minor offense, like spray-painting a wall. If the police treat him roughly, insult him, or make him feel like a criminal even before he has a chance to explain himself, he may feel humiliated and disrespected. Even if he is given a small punishment like community service, the way he was treated can make him bitter. He may feel like the system is against him. And instead of trying to follow the rules in the future, he may commit more crimes just to express his anger. This is what defiance looks like.
Sherman described four main conditions that make defiance more likely. First, the person must see the punishment as unfair. If someone believes they were treated worse than others who did the same thing, they feel like victims of injustice. Second, the person must not feel any shame or guilt about what they did. Instead of feeling bad, they feel proud or stubborn. Third, the punishment must increase the person’s bond with a group that encourages breaking the rules. For example, if a teenager is punished and then starts spending more time with rebellious friends, those friends may cheer him on, making him feel strong and defiant. And fourth, the person must not have any strong bonds to the people who are punishing them. If someone does not respect the court, the police, the school, or the community, then they are less likely to accept the punishment as fair or meaningful.
Let us take a closer look at how this works. Think of two young men caught stealing. One of them is treated fairly by the police. He is given a chance to speak. His punishment is clear and not too harsh. His parents and teachers talk to him with care, and he respects them. He feels guilty and wants to do better. This young man is likely to stop stealing.
Now think of the second young man. He is yelled at by the police, given a harsh punishment, and no one listens to his side of the story. His friends laugh and say the system is a joke. He already had a poor relationship with adults and authority figures. He feels like the punishment was meant to hurt him, not help him. So instead of changing his ways, he becomes more aggressive, steals again, and even brags about it. This is the defiance Sherman talked about.
Sherman also explained that defiance is not just something individuals do. Groups can also show defiance. For example, when a community feels it is constantly mistreated by the police or the legal system, they may become more united in resisting the law. They may see the police as outsiders or enemies. Instead of helping the police solve crimes or prevent violence, they may stay silent or even protect criminals. The result is more crime, more conflict, and less trust. This is group defiance.
So what does all this mean for society? The main lesson from Sherman’s Defiance Theory is that how we punish people matters just as much as why we punish them. If punishment is harsh, unfair, or humiliating, it can backfire. Instead of stopping crime, it can make crime worse. On the other hand, if punishment is fair, respectful, and focused on helping people improve, it can actually reduce crime.
This is why many experts now talk about “procedural justice.” This is the idea that people are more likely to follow the rules if they believe the system is fair. Even if someone gets punished, if they feel that they were treated with respect, had a chance to explain themselves, and received a fair punishment, they are more likely to accept the outcome and change their behavior.
Sherman’s Defiance Theory has also influenced how police departments and courts operate. Some places now use programs that focus on dialogue, respect, and rebuilding trust. For example, some police officers are trained to talk calmly with suspects, explain the reasons for their actions, and listen carefully. Some courts use restorative justice programs, where offenders meet with victims and talk about what happened, why it was wrong, and how to make things better. These programs are based on the idea that when people are treated with dignity, they are less likely to become defiant.
In the end, Sherman’s theory gives us a new way to think about crime and punishment. It is not just about catching and punishing bad people. It is about understanding human emotions, relationships, and respect. When people feel heard, respected, and treated fairly, they are more likely to follow the rules. When they feel insulted, ignored, or abused, they are more likely to rebel.
So, the next time someone says, “If you do the crime, you do the time,” remember that it is not always that simple. How that time is given, how people are treated, and how they view the system can make all the difference between learning a lesson and becoming more defiant.
By Khushdil Khan Kasi
