Expanding a traditional criminal justice curriculum into an innovative social control curriculum

Most criminal justice curricula are limited to crime and the criminal justice system. Such programs could profit from evolution into a curriculum covering all means by which behavior is controlled in society. Subject areas of such a social control curriculum would include: sources and nature of behavior; selection of behaviors for social control; criminal justice systems; non-criminal justice, legal, social control systems; and nonlegal, social control systems. Crime and criminal justice would remain major topics, but would be complemented by and blended with the topics of noncriminal behavior and non-criminal justice system controls on behavior. However, the focus would remain on social control of behavior and would not be expanded to include all community interaction.     

Exploring academic dishonesty among undergraduate criminal justice majors: A research note

The nature and extent of academic dishonesty among undergraduate criminal justice majors at a mediumsized university in the Southeastern US were explored. Using several theories of deviance as theoretical frameworks, the research sought to investigate the motivations for such behaviors. Criminal justice majors indicated that they are aware of, have engaged in, and plan to become involved in various low, medium, and high levels of academically dishonest behavior in the future. Additionally, study results reveal that specific acts defined as academically dishonest by the university and individual professors are not viewed as dishonest by students. Implications and directions are discussed in light of these research results.     

Differences in attitudes toward gays and lesbians among criminal justice and non-criminal justice majors

The criminal justice system is supposed to protect and serve all members of the community equally; therefore, any prejudicial attitudes harbored by criminal justice students may negatively impact their job performance as future justice professionals. Four hundred and eighty-four students at a large Midwestern university were surveyed on their views toward gay and lesbian persons and issues. The responses of criminal justice majors were compared to the responses of students majoring in other fields. Criminal justice majors tended to have more negative views of gays and lesbians than students in other majors. However, there was not a significant difference between the two groups of students in their willingness to extend rights to and socialize with gay and lesbian individuals.     

Student attitudes toward inmate privileges

Although corrections researchers have examined criminal justice students’ attitudes toward offender punishment and the death penalty, they have overlooked the important area of inmate privileges. Using data collected from 570 students enrolled at four different Southern universities, this study examines attitudinal differences between criminal justice and noncriminal justice majors in terms of providing inmates with psychological counseling, college education programs, television, cigarettes, weightlifting, and conjugal visits. No statistically significant attitudinal differences emerged between criminal justice and noncriminal justice majors.     

Criminal justice students: A research note

During the last five years, there have been a good deal of discussion about the nature, purpose, and future of criminal justice education. On the whole, this research has focused upon three areas of investigation. First, it has focused upon the distribution of criminology and criminal justice programs and majors within the United States. Aside from a few comments about the composition of student bodies as an aspect of the makeup of criminal justice programs (Bennett and Marshall, 1979; Berger, 1980), there is little analysis of criminal justice students. This research note focuses upon an on-going longitudinal research effort which is tracking a cohort of criminal justice majors from their upper level college experience through the first few years of their early career development.     

Of Athenians and Spartans: Profiles of freedom and enlightenment in the leadership styles of criminal justice academic administrators: An essay

This essay examines the dubious relationship between the quality of criminal justice education and the kind of treatment faculty members and students receive from their academic administrators. It is based on three premises: criminal justice colleges and departments should be held to higher rational and moral standards not because they are qualitatively different from other liberal arts departments, but because they teach justice; if the virtues of criminal justice are worth teaching, then criminal justice faculty members and students should be treated in a manner consistent with these virtues; and treating criminal justice faculty members and students unfairly, disrespectfully, or irresponsibly makes them unable or disinterested in endorsing the noble nature of criminal justice. This article categorizes academic administrators as either Athenians or Spartans. The former are best suited intellectually and temperamentally to administer because they possess a talent for reasoning and act in good faith. The latter are unsuited because, regardless of how well they mask it, they practice domination, deception, favoritism, and indignity.This essay is a theoretical discourse based on the contiguity of modalities, experiences, and impressions generally shared by criminal justice educators and graduate students. Its logic is Humeian and its method is broadly ethnographic.     

EQUITY IN CRIMINAL JUSTICE:

This research examines the punishment decisions of 166 respondents, 36 of whom are employed in criminal justice occupations. Comparison of the decisions of criminal justice respondents and non-criminal justice respondents provides a test of two constructs in equity theory: inequity between offenders and victim and inequity between offender and accomplice. Results strongly, support the first construct and equivocally support the second.     

When the Line is Crossed... Paths to Control and Sanction Behaviour Necessitating a State Reaction

This article provides an overview of the various forms of proceedings available within 11 European criminal justice systems and reflects upon their core features. It also provides a picture of how far alternative, non-criminal proceedings are used by some of the systems as a different path to imposing a state reaction upon wrong-doers.     

College education,major, or criminology classes? An examination of what drives students’ level of punitiveness

This study examines the level of punitiveness of criminology and criminal justice (CRIM) majors and non-majors. In particular, undergraduate students from a mid-western university situated in a rural area were surveyed to determine if college education, major, or exposure to CRIM classes impacts their punitive attitudes towards offenders. Regression analyses suggest that it is not the number of CRIM classes or the liberalization effect of college but the major that best predicts the level of punitiveness. Results also indicate that predictors of punitiveness differ between CRIM majors and non-CRIM majors. Implications of these findings are discussed.     

Wither Criminal Justice? An Argument for a Reformed Discipline

The American criminal justice system fails to achieve justice, reduce crime, and provide equal protection to Americans regardless of their social class, race, and gender. But, criminal justice as an academic area of study has become a popular and fast growing liberal arts major in the United States, churning out tens of thousands to work in the criminal justice system. Given the demonstrable harms caused by criminal justice, which are suffered disproportionately by the least powerful people, academic criminologists and criminal justicians have the obligation to promote a reformed discipline. This article briefly summarizes the evidence of bias in the criminal justice system and then turns to how these biases relate to criminal justice as an academic discipline. Using the war on drugs as an example, I argue that the practice of criminal justice as an academic endeavor runs counter to the goal of promoting social justice in America. One of the ironic conclusions of this article is that criminal justice as an academic discipline must get smaller if we are to achieve larger goals of social justice outlined here. This revised version was published online in July 2006 with corrections to the Cover Date.     

Criminal justice education in the United States: A profile

Various commissions from the Wickersham (1931) to the National Advisory Commission on Higher Education for Police (1978) have called for the upgrading of police educational levels. Junior colleges, colleges and universities have responded by creating a plethora of educational programs. However, currently, little is known about the nature, form, or practice of criminal justice education in the United States. In attempting to fill this void, data from the Law Enforcement Education Program (LEEP) are presented concerning the number of students, criminal justice majors, and degrees awarded as well as institutional control, location, and type. These previously unpublished data are presented in a primary form (frequency distributions and cross-tabulations) to allow the reader to draw conclusions about the nature and scope of criminal justice education. Brief interpretations, however, are provided.     

Criminal justice faculty and criminal justice students: A case for the missing data

This article reviews the most current criminal justice education research. It examines the interrelationship between the work of the John Jay College of Criminal Justice, the Academy of Criminal Justice Sciences, the Joint Commission on Criminology and Criminal Justice Education and Standards, and the National Advisory Commission on Higher Education for Police, and describes and compares some of their more important findings. Discussed are types of criminal justice programs; characteristics of criminal justice faculty, particularly in terms of earned academic degrees; agency work experience; commitment to research and teaching; types of criminal justice curricula, as typified by certain educational philosophies; and criminal justice students. Although this article notes several areas with which future research might become fruitfully involved, the area in need of most immediate attention, and the area that current research has all but ignored, is the criminal justice student.     

Forensic science and criminal justice: An analysis of curricular models

The multi-disciplinary field of forensic science frequently finds its academic home within criminal justice programs. After examining the reasons for this academic linkage, an analysis of criminal justice curricular models and courses was undertaken to assess their applicability to forensic science education and careers. The authors concluded that the relationship between criminal justice and forensic science can be mutually beneficial; however, most criminal justice programs do not provide adequate preparation for meaningful careers in forensic science.     

School Suspensions and Adverse Experiences in Adulthood

The “school-to-prison pipeline” and the negative effects of suspensions, expulsions and school arrests have received increasing national attention recently. Researchers have documented some of the potential harms of these exclusionary school discipline practices for students, including academic difficulties, increased misconduct, and future justice system contact. However, these investigations have been somewhat limited in scope, as they tend to focus only on students’ academic outcomes and juvenile justice system involvement. In this paper we seek to expand upon prior studies by considering how school suspensions may affect youth in peripheral and long-lasting ways. Using data from the National Longitudinal Survey of Adolescent to Adult Health, we analyze whether being suspended from school relates to the likelihood of students experiencing a number of adverse events and outcomes when they are adults. We find that being suspended increases the likelihood that a student will experience criminal victimization, criminal involvement, and incarceration years later, as adults.     

Toward an Interpretive Criminal Justice

This paper presents the academic field of criminal justice as an interpretive social science. The opening section discusses academic criminal justice from scientific and interpretive perspectives, arguing that the terminology of “justice” is essentially contested. The second section presents the key implication of a contested core terminology: that an interpretive approach is the best way to develop the academic field of criminal justice. Section three reviews central elements of the Gadamerian tradition, with an eye towards its application to the field of criminal justice. The fourth section considers two issues pertinent to an interpretive criminal justice—the problem of interpretation in a field where professional practice is destructive to other normative systems, and the contribution of an interpretive criminal justice to public policy.     

Reports of our death are greatly exaggerated: A study of criminal justice academic program survival in Alabama

It has been suggested that the reduction of and eventual termination of LEEP funds for the education of inservice justice system employees would lead to a reduction in the size of criminal justice academic programs with attendant termination of many programs. However, academic programs are rarely terminated and tend to develop their own constituencies. This study examined the survivability of criminal justice academic programs in Alabama and found that while there may have been a reduction in size at some point, the criminal justice programs continue to survive, are experiencing growth in student population, and have longterm plans for program development.     

Criminal justice theory: A case of trained incapacity?

Theories are scientific tools which give meaning to the social and physical reality that scientists study. They also play a crucial role in generating and storing the information of a discipline. The academic field of criminal justice has a wealth of facts but a dearth of theory. As a result, this field is still only partially developed. This article is a call for greater attention to theory so that the analysis of the criminal justice system and its components can be more fruitful.A survey of 25 criminal justice textbooks published since 1975 shows that the analysis of criminal justice retains a facts-without-theory flavor. For criminal justice as an academic field of study to grow, theory must be integrated much more into criminal justice research and education than has been the case. The theoretical frameworks of such social theorists as Durkheim, Marx, and Weber, among others, are suggested as sources to draw upon to develop an integrated comprehensive theory of the criminal justice system.     

Academic credit for life experiences in criminal justice: Issues and concerns

This article focuses on awarding credit for life experiences (work experience, training, or other forms of experiential learning) in criminal justice education. The efficacy and consequences of this practice are explored in an attempt to delimit the issues and raise relevant questions that need to be explored in developing policies for awarding such credit. The authors raise questions concerning the definition of viable and relevant experiential learning and the process of evaluating life experiences. The article also discusses the need to consider a number of factors in implementing a credit-for- experiential-learning program; for example, the implications for “in-service” versus “preservice” students, extra-university regulations, the transferability of credit to other institutions, and the importance of a careful assessment of the overall impact on the criminal justice system and on criminal justice as an academic discipline.     

The effect of race on criminal justice students’ career choices

This research compares White and Nonwhite criminal justice students in their career goals and reasons for studying criminal justice. Four hundred students from 12 four-year colleges and universities completed surveys for the study. The surveys included several questions about reasons why they chose to major in criminal justice and what the students hoped to achieve in their professional lives. Results of bivariate analyses indicated that students’ career choices do vary by race, but few of these differences remained significant when multivariate models were developed.     

Student Perceptions of Juvenile Offender Accounts in Criminal Justice Education

In criminal justice programs, a major teaching objective is to expose students to the wide range of experiences and career paths available in criminal justice. Technological advances increase instructional strategies so that students may gain more realistic educational experience and correct erroneous perceptions about the criminal justice system. This paper describes one such strategy for online criminal justice students, a virtual prison tour, founded on the principles of social learning, experiential learning, and e-learning. In an upperclass course in juvenile delinquency, 43 students viewed a video of incarcerated juvenile offenders recounting their experiences of institutionalization, sentences, challenges, programming, and fears upon release. Student responses to seven quantitative questions and one qualitative question revealed that the video greatly impacted their attitudes, understanding, and perceptions of the juvenile justice system and provided pedagogical benefits. This strategy can be used to help criminal justice educators enhance student learning so that students experience a major aspect of the juvenile justice system.