Beyond crime seriousness: Fitting the punishment to the crime

This paper presents an exposition of how the factorial survey approach may enhance empirical assessments of the complex judgment principles involved in public views of just punishments for convicted offenders. Ratings of the appropriateness of sentences given across 50 typical crimes obtained from a household sample (N=774) of the Boston SMSA and several special-interest samples in 1982 are examined in three alternative ordinary least-squares (OLS) regression equations. These analyses show there is not a one-to-one direct relationship between public perceptions of the seriousness of criminal acts and desired sanctions. Crime seriousness is modified by the characteristics of the offenders and victims and by the consequences of the crimes. Preferred punishments also vary in severity by demographic, experiential, and attitudinal characteristics of the persons who make the judgments.     

Projecting the impact of new sentencing laws on prison populations

Recent efforts at sentencing reform have led to the consideration or enactment of new sentencing structures, including mandatory-minimum sentences, flat-time sentences, and sentencing guidelines. There is a clear need for estimates of the impacts that new sentencing laws would have on sentencing practice and on corrections programs, both as an informational input during legislative debate and as a basis for planning once a particular law is enacted. This study develops a methodology for estimating the impacts of alternative sentencing policies on prison populations. The methodology is demonstrated with an estimation of the impacts on the Pennsylvania state prison system of a mandatory-minimum sentencing bill which was considered by the Pennsylvania legislature.This research was supported in part by SPC No. 568788 funded by the Pennsylvania Governor's Justice Commission. The assistance of the Governor's Justice Commission, the Pennsylvania Association of Probation, Parole, and Correction, the Pennsylvania Bureau of Correction, the Pennsylvania Department of Education, and the Subcommittee on Crime and Correction of the Pennsylvania House Judiciary Committee in providing data and information is gratefully acknowledged. Appreciation is also due to Alfred Blumstein and Patrick Larkey for providing helpful comments on an earlier draft of this paper.     

Teaching criminal justice research: An experiential model

Teaching research methods to undergraduate criminal justice students typically has been viewed as problematic. Students often experience considerable anxiety concerning required research courses and frequently lack the motivation to learn and appreciate the usefulness of research. Experiential case studies have been successfully utilized to teach criminal justice students the application of theory in practical situations. An evaluation of the experiential model was made in a post-test only control group research design with two groups of criminal justice research students. The results of the comparison supported the experiential approach and showed greater success utilizing this method over a traditional teaching method.