Educational saliency and careers in criminal justice: The case of Louisiana

While there is little consensus as to the exact form and structure of an academic criminal justice program, the traditional model of higher education, with its emphasis on qualified and productive faculty, has gained popular acceptance in the past decade. Concurrently, graduates of criminal justice programs have often found that prospective employers do not value their degrees. This article explores the relationships between student evaluations of their educational experiences, the structural characteristics identified as essential to an educational program, and the mechanisms used by ex-students to reduce dissonance caused by employer rejection or a poor job market.In 1980 a total of 411 recent graduates of eight criminal justice programs in Louisiana responded to a questionnaire designed to measure their attitudes toward and evaluations of their educations. Several key structural variables frequently associated with quality higher education failed to predict student evaluations. Two exceptions were ration of senior faculty and ratio of ex-police as faculty, and the effects of these variables on student evaluations were inverse. Overall, the best predictor of the saliency of one's educational experiences was the student's evaluation of the current job market in criminal justice. This variable was followed, in descending order by sex, ratio of faculty with senior rank, years since graduation, type of degree granted, and ratio of ex-police as faculty.