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Descriptors:
Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Dropouts; Enrollment; Educational Attainment; Individual Characteristics; Juvenile Justice; Neighborhoods; Criminals; Law Enforcement; Disadvantaged; Crime; Longitudinal Studies; High School Students; College Attendance

Abstract:
Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the "black box" of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, the authors estimate the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. The authors present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. They also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. The authors also assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students' educational trajectories, rather than social-psychological factors, are responsible for the arrest--education link. (Contains 2 figures, 8 tables and 20 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Motivation; Rape; Psychological Patterns; Student Attitudes; Crime; Victims of Crime; Correctional Institutions; Vignettes; Undergraduate Students; Statistical Analysis; Law Enforcement; Role; Criminals

Abstract:
Undergraduate volunteers (n = 134) were randomly assigned in a 2 x 2 design that manipulated type of crime (rape vs. robbery) and perpetrator motivation (anger vs. desire). After reading one of the crime scenarios, participants responded to a series of attitude items regarding responsibility for the crime, assigned blame to agents mentioned in the scenario, and assigned a prison sentence to the perpetrator. A two-way ANOVA showed a significant interaction of motivation and crime (p = 0.026), with the victim rated least responsible in the anger-motivated rape scenario. Likewise, the assignment of blame produced a significant interaction of motivation and crime (p = 0.034); the victim was blamed the least in the anger-motivated rape scenario. Although the perpetrator was viewed as more responsible for the crime of rape than robbery (p = 0.022) and received a significantly longer sentence for rape (p less than 0.001), perpetrator motivation did not affect perceptions of the perpetrator's responsibility for either crime. These results stand in contrast to those of Mitchell, Angelone, Kohlberger, and Hirschman (2009) and suggest their findings may have been the result of homophobic statements by the perpetrator rather than anger per se. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Child Abuse; Grade Point Average; Behavior Problems; Crime; Path Analysis; Graduation; Young Adults; Educational Experience; Role; Attendance; Law Enforcement; Multivariate Analysis; Academic Aspiration; Gender Differences; Race; Ethnicity; Poverty; Antisocial Behavior; Urban Youth; Interviews; Resilience (Psychology)

Abstract:
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few prospective studies exist. In this exploratory study, data are from the Rochester Youth Development Study (RYDS), a longitudinal panel study of 1,000 adolescents. The original sample included 73% males, and 85% African American or Hispanic youth of whom about 20% were maltreated. Measures in this study are from a combination of interview data and official records collected through age 23. Outcomes include self-reported crime and violence, arrest, and partner violence perpetration. Educational variables include midadolescent self-report of high school graduation, educational aspiration, college expectation, school commitment, teacher attachment, self-reported grades, school GPA, attendance, and an additive index of all school assets. Multivariate path analysis controlled for gender, race/ethnicity, poverty, and early antisocial behavior. Path analysis examined whether educational experiences mediated the impact of maltreatment on antisocial outcomes. Although maltreatment was significantly predictive of criminal and violent behaviors, it only was weakly associated with educational experiences. The impact of maltreatment on arrest was weakly mediated (reduced) by educational GPA and by high school graduation. The additive index also mediated the impact of maltreatment on crime and violence. Maltreatment's impact on partner violence was also weakly mediated by school GPA. Interaction terms were used to test for moderation: only one significant effect was found: school GPA protects maltreated youth from perpetration of partner violence as young adults. Although there are few significant effects in a number of models, the research is consistent with a focus on promoting school achievement and completion among urban youth in general, in conjunction with addressing earlier antisocial behavior problems. (Contains 2 tables, 4 figures, and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Risk; Foster Care; African American Children; Race; Referral; Racial Differences; Mothers; Ethnicity; Victims; Child Welfare; Law Enforcement; Whites; Socioeconomic Status; Health; Hispanic Americans; Social Influences; Political Influences; Environmental Influences; Family (Sociological Unit)

Abstract:
Objective: Data from the United States indicate pronounced and persistent racial/ethnic differences in the rates at which children are referred and substantiated as victims of child abuse and neglect. In this study, we examined the extent to which aggregate racial differences are attributable to variations in the distribution of individual and family-level risk factors. Methods: This study was based on the full population of children born in California in 2002. Birth records were linked to child protective service (CPS) records to identify all children referred for maltreatment by age 5. Generalized linear models were used to compute crude and adjusted racial/ethnic differences in children's risk of referral, substantiation, and entry to foster care. Results: As expected, stark differences between Black and White children emerged in the rates of contact with CPS. Black children were more than twice as likely as White children to be referred for maltreatment, substantiated as victims, and enter foster care before age 5. Yet, there were also significant differences across racial/ethnic groups in the distribution of socioeconomic and health factors strongly correlated with child maltreatment and CPS involvement. After adjusting for these differences, low socioeconomic Black children had a lower risk of referral, substantiation, and entry to foster care than their socioeconomically similar White counterparts. Among Latinos, before adjusting for other factors, children of U.S.-born mothers were significantly more likely than White children to experience system contact, while children of foreign-born mothers were less likely to be involved with CPS. After adjusting for socioeconomic and health indicators, the relative risk of referral, substantiation, and foster care entry was significantly lower for Latino children (regardless of maternal nativity) compared to White children. Conclusions: Race and ethnicity is a marker for a complex interaction of economic, social, political, and environmental factors that influence the health of individuals and communities. This analysis indicates that adjusting for child and family-level risk factors is necessary to distinguish race-specific effects (which may reflect system, worker, or resource biases) from socioeconomic and health indicators associated with maltreatment risk. Identifying the independent effects of these factors is critical to developing effective strategies for reducing racial disparities. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Safety Education; Intervention; Recidivism; Outcomes of Education; Alcohol Education; Motor Vehicles; Traffic Safety; Crime; Drinking; Program Effectiveness; Courts; Law Enforcement

Abstract:
The Mississippi Alcohol Safety Education Program (MASEP) is a court-mandated driving under the influence (DUI) intervention for persons convicted of DUI. This study describes the evolution of the curriculum, evaluates the effectiveness of MASEP in reducing recidivism, and examines whether recent program revisions have led to improvements in reducing recidivism. Findings indicate that between 2005 and 2009 individuals who completed MASEP had significantly lower recidivism rates at 12-months follow-up compared to those who did not complete or did not enroll in MASEP, and that the most recent curriculum is more effective in reducing recidivism than its predecessor. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Depression (Psychology); Legal Problems; State Programs; Sexual Abuse; Criminals; Federal Legislation; Safety; Statistical Analysis; Responses; Surveys; Disclosure; Law Enforcement

Abstract:
For over two decades, U.S. state and federal governments have enacted broad legislation in an effort to keep communities aware about and safe from sex offenders living nearby. The current study qualitatively analyzes unsolicited responses from sex offenders regarding their feelings, attitudes, and experiences living under the auspices of such legislation. A total of 60 survey responses from offenders in three states were reviewed. Several key themes emerged, including legal issues, hopelessness and despair, collateral consequences, and lack of effectiveness of registration and notification. Policy and research implications are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Law Enforcement; Police Education; Public Relations; Courses; Mass Media; Communication Skills; Interpersonal Communication; Ethics; Transfer of Training; Problem Based Learning; Case Studies; Student Evaluation; Educational Needs; Surveys; Questionnaires; Tests

Abstract:
This communication project provides an overview of public relations as seen through the communication arts. It is specifically focused to give law enforcement officers a general review of the practice of public relations, communication basics, and an understanding of the media. This course also provides the facilitator with multiple tools for assessing transfer of knowledge on the subject. The course has a pre-course assessment designed so as not only to stimulate trainee interest on the subject, but also as a tool to gauge the importance of future communication training on the group. Additionally, this course approaches the transfer of knowledge based on important aspects of problem-based learning by having the trainees submit a completed case study assessment. The following are appended: (1) Training Plan Approval; (2) Training Needs Survey; (3) Background Questionnaire & PBL Case Study; (4) Student Course Guide; (5) Final Exam; (6) Syllabus & Rubric; and (7) References. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resource Units; Public Agencies; Principals; Juvenile Justice; Law Enforcement; Juvenile Gangs; Group Membership; Educational Strategies; Police School Relationship; Parent School Relationship

Abstract:
After a period of decline, gang membership and gang activity are on the increase in the United States. Recent Department of Justice figures indicate that there are currently over 26,000 gangs involving over 800,000 members active in virtually every community in the nation. No longer territorial, gang activity extends from the most impoverished and blighted communities to the most affluent suburbs and isolated rural areas. Beyond engagement in illegal activity, and the economic rewards that brings, gangs provide a sense of power, belonging and recognition for their members. The fastest growth in gang membership is among middle level youngsters, a group that has changed its status from gang "wannabees" to "gonnabees." The Principals' Partnership is pleased to bring this resource unit on gangs and gang activity in school. This resource unit provides information, tools and links on these topics: (1) The extent and nature of gang activity in communities and schools; (2) Strategies for dealing with gangs in schools and communities; (3) Strategies for discouraging gang membership; (4) Ways to curtail gangs and gang activity in and around the school community; and (5) How schools, parents, the police and juvenile justice officials can form partnerships to control gang membership and activity in the community. Gangs and gang membership are complex topics and a large number of private foundations, government agencies, schools and law enforcement agencies are working on the problem. This resource brief provides useful information and links to many of these groups. It is organized so one can move quickly to the information needed in a school or community situation. A list of resources is included. ("The Ten Most Asked Questions about Gangs" was written by Mike Muir.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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