1967 Presidents Commission- 50th Anniversary – Has Higher Education Met its Obligation? Ray Bynum, Debbie Ferguson, Frederick Lawrence, David May, Lorraine Priest, Raymond Delaney

Criminal Justice Curriculum How can criminal justice curriculum be improved to better address cultural conflict?

Purpose of Education In the early 20th century, there was a great crisis in higher education. There was a series of conferences to resolve the dilemma. The central question: What is the Purpose of Education? Is it to benefit the individual or society? (1928 Conference on Higher Education, American Education Association).

1965 Law Enforcement Assistance Act Creation of evaluation and planning commissions, and community relations programs for police departments. courses in police science in colleges and universities, comprehensive education in corrections. establishment of state police education standards. training in riot prevention and control. specific education programs at colleges and universities for the improvement of officers and supervisors.

1967 President’s Commission Well educated persons are less prejudiced toward minority groups than the poorly educated. This should have a significant positive long term effect on community relations. Police personnel with two to four years of college should: have a better appreciation of people with different racial, economic and cultural backgrounds. have the innate ability to acquire such understanding. Be less bias, prejudice and excessive force. (Winslow, 1968)

Riots and other Incidents Attica 1971 New Mexico 1980 Atlanta 1987 Lucasville, Ohio 1993 Abu Grahib, Iraq 2003 National Democratic Convention 1968 Ferguson Baltimore

Minnesota Study (1978) Administrators were more concerned about skills the officers acquired during college: critical- thinking skills oral and written communications adequate research prior to taking action ability to handle stress successful group presentations adequate introduction to world, ethnic, and gender issues   The accomplishment of a degree was seen as an effort by the individual, having little influence on the organization.

Michigan DOC Ambroyer (1991) noted that as a result of riots in prisons during the 1980s, Michigan DOC requires 15 college credits as a condition of employment probation Two classes in corrections Two classes in counseling/ human behavior One class in legal issues

Conflicted Role Community college and university criminal justice curricula are in conflict with the criminal justice system. Criminal justice curriculum was designed as a social science, not to resolve issues in the streets. Need to create a educational program which raised awareness and enhanced critical thinking. (Bueger, 2004)

College Education - Law Enforcement fewer complaints about excessive use of force, disciplinary actions and other infractions (Wymer, 1996). increased flexibility in dealing with difficult situations, result in better interaction with diverse cultures, and better verbal and written communication skills (Varricchio, 1999) greater flexibility in accepting and implementing change (Wymer, 1996; Varricchio, 1999; Totzke, 2002). education is seen as a means of improving the officer and criminal justice organization (Seiter, 2013). college degree does reduce the level of bias and prejudice in both law enforcement and corrections (Telep, 2011)

Justice The intent of the Commission was to change the system, not to necessarily control crime, but to create justice. (Moore, 1997) The intent of having academia help create this change never really materialized, but research did increase. (Moore, 1997) This effort has resulted in: Better leadership and professionalism in criminal justice. Three major concepts of professionalism in criminal justice 1. Technically competent people 2. People committed to the right values, 3. People who feel authorized to imagine and act

25th Anniversary of the 1967 Commission Samuel Walker (1994)and others looked at the report for the 25th Anniversary. He noted: “The growth of knowledge about policing…(resulted in)an intellectual revolution” “Change in policing itself…has been uneven” “In some areas, it (change)has been enormous... in others not as much” “they assumed the agenda of professionalism would take care of all problems…professionalism, per se, did not necessarily take care of police- community relations”

College Education - Organizations New information on improving the existing culture is neutralized by the Basic academy and FTO / CTO (Wimhurst & Ransley, 2007) The existing culture is protective of itself, even if it is dysfunctional (Wimhurst & Ransley, 2007) Information in criminal justice improves the individual, but not the organization.

Wimhurst, K. & Ransley, J. (2007) College (personal benefit) Academy New Information New Information Field Training OUTER INNER in Service Training - College Education ORGANIZATIONAL CULTURE (created by authors)

Race and Ethnic Relations in Corrections Curriculum Corley, Nalla, and Hoffman (2005) noted “while corrections staff thought race and ethnic relations should be a focus of graduate corrections curriculum” (p. 388) less than three fourths of introductory texts address this issue only one chapter on the topic.

College Cultural Conflict Courses The 1967 President’s Commission felt a college degree would solve the cultural conflict in criminal justice. In the Minnesota study, police chiefs were concerned about the skills the officers developed. Michigan DOC requires college courses as a condition of employment. None emphasized the need for courses on cultural conflict. A study was conducted with 926 college criminal justice professors (members of the Academy of Criminal Justice Sciences) on the philosophy of punishment and cultural conflict courses. Seven professors completed the survey. A few commented: “one course on cultural diversity is not enough to change an organization” “while courses on cultural diversity are provided to current and future officers, it is not provided to the community”

College Cultural Conflict Courses A review of 30 US colleges and universities criminal justice programs was done to determine the amount of cultural diversity, conflict, ethics, decision making, etc. courses were being provided. At least one or two courses that covered issues of cultural diversity, ethics, and decision making were offered in most colleges and universities. One or two courses is insufficient to adequately deal with cultural diversity. Some colleges and universities are including more classes to address these issues. For example, Eastern Kentucky University has developed an entire degree program to focus on Social Justice. Some programs take an integrative approach by having one identified course; but diversity content is addressed across the curriculum to further facilitate cultural diversity. progress in being made in the colleges and universities, but more remains to be done.

Amboyer, D. (1991). Entry level correctional officer perceptions of academy training, higher education curricula of the correctional officer academic program, and frequency of job task performance (Michigan). Doctoral Dissertation.. Bynum, R (2007) Staff Education and Transformational Leadership in Criminal Justice. Doctoral Dissertation. Northern Arizona University. Proquest Dissertation Publishing. 3296082 Corley, Nalla, & Hoffman (2005) Components of an appropriate graduate -level corrections curriculum. Criminal Justice Studies. Volume 18, Issue 4. P. 379- 392 doi 10.1080/14786010500451281 Minnesota Department of Public Safety - Police Officers Standards and Training (1978). Police licensing and standards of conduct: Summary report of a national conference. Worldcat.org/oclc/5708136 Moore, M. (1997). Looking backward to look forward: The 1967 Crime Commission report in retrospect. National Institute of Justice Journal. www.NCJRS.org/pdffiles/jr.00234.pdf Seiter, R. (2011) Corrections : An introduction. Boston. Pearson Education. p. 397- 399 Telep, C. (2011, Sept.) The impact of higher education on police officer attitudes toward abuse of authority. Journal of Criminal Justice Education. Vol. 22. Num. 3. P. 392- 413. Totzke, M. (2002). The influence of education on the professionalization of policing. Capstone Project. University of Nebraska. http://www.unomaha.edu/~wwwpa/project/totzke.html Varricchio, D. (1999). Higher education in law enforcement and perceptions of career success. Doctoral Dissertation. Seton Hall University, College of Education and Human Services. Proquest Dissertation Publishing. 9924361 Walker, S. (1994) Between Two Worlds: The President’s Commission and the Police, 1967 – 1992, in Conley, J. et al. (1994) The 1967 President’s Commission report: Its impact 25 years later. Anderson Publishing Co. Wimhurst, K. & Ransley, J. (2007). Police education and the university sector: Contrasting models from the Australian experience. Journal of Criminal Justice  Education. Volume 18. Issue 1. pg 106- 122. www.tandfonline.com/doi/full/10.1080/105112506011443365?src=recsys&hournalCode=reje20 Wymer, C. (1996). A comparison of the relationships between level of education, job performance and beliefs on professionalism within the Virginia State Police. Doctoral Dissertation. Virginia Polytechnic Institute and State University. Proquest Publishing Services. 9924361 Winslow, R. (1968). Crime in a free society. Selections from the President’s Commission on Law Enforcement and Administration of Justice. Berkley, CA: Dickenson Publishing Company. References Amboyer, D. (1991). Entry level correctional officer perceptions of academy training, higher education curricula of the correctional officer academic program, and frequency of job task performance (Michigan). Doctoral Dissertation.. Bynum, R (2007) Staff Education and Transformational Leadership in Criminal Justice. Doctoral Dissertation. Northern Arizona University. Proquest Dissertation Publishing. 3296082 Corley, Nalla, & Hoffman (2005) Components of an appropriate graduate -level corrections curriculum. Criminal Justice Studies. Volume 18, Issue 4. P. 379- 392 doi 10.1080/14786010500451281 Minnesota Department of Public Safety - Police Officers Standards and Training (1978). Police licensing and standards of conduct: Summary report of a national conference. Worldcat.org/oclc/5708136 Moore, M. (1997). Looking backward to look forward: The 1967 Crime Commission report in retrospect. National Institute of Justice Journal. www.NCJRS.org/pdffiles/jr.00234.pdf Seiter, R. (2011) Corrections : An introduction. Boston. Pearson Education. p. 397- 399 Telep, C. (2011, Sept.) The impact of higher education on police officer attitudes toward abuse of authority. Journal of Criminal Justice Education. Vol. 22. Num. 3. P. 392- 413. Totzke, M. (2002). The influence of education on the professionalization of policing. Capstone Project. University of Nebraska. http://www.unomaha.edu/~wwwpa/project/totzke.html Varricchio, D. (1999). Higher education in law enforcement and perceptions of career success. Doctoral Dissertation. Seton Hall University, College of Education and Human Services. Proquest Dissertation Publishing. 9924361 Walker, S. (1994) Between Two Worlds: The President’s Commission and the Police, 1967 – 1992, in Conley, J. et al. (1994) The 1967 President’s Commission report: Its impact 25 years later. Anderson Publishing Co. Wimhurst, K. & Ransley, J. (2007). Police education and the university sector: Contrasting models from the Australian experience. Journal of Criminal Justice  Education. Volume 18. Issue 1. pg 106- 122. www.tandfonline.com/doi/full/10.1080/105112506011443365?src=recsys&hournalCode=reje20 Wymer, C. (1996). A comparison of the relationships between level of education, job performance and beliefs on professionalism within the Virginia State Police. Doctoral Dissertation. Virginia Polytechnic Institute and State University. Proquest Publishing Services. 9924361 Winslow, R. (1968). Crime in a free society. Selections from the President’s Commission on Law Enforcement and Administration of Justice. Berkley, CA: Dickenson Publishing Company.