1. Unit 3

2.  Read Chapter 5 in Multicultural Law Enforcement  Law Enforcement Contact with Asian/Pacific Americans  Attend the weekly Seminar  Respond to the Discussion Board  Why do you think that many Asian/Pacific Americans tend to resolve problems within their own communities? What can police officers and agencies do to reach this population more?

3.  Growth  76 percent growth for the decade 1990 to 2000  Major urban areas  New York City, Los Angeles, San Jose, San Francisco, Honolulu, San Diego, Chicago, Houston, and Seattle  Highest citizenship rates

4.  Contraction of two terms  Asian Americans and Pacific Islanders  Self-designation preferred over “Oriental”  Refers to 40 ethnic or cultural groups or more

5. BangladeshiBelauanBhutaneseBruneian Cambodian Chamorro ChineseFijian Hawaiian Hmong IndianIndonesian Japanese KiribatiKoreanLaotian MalaysianMaldivianMarshallese Microne MongolianMyanmareseNauruanNepales Ni-VanuatuOkinawanPakistani Pilipino SamoanSingaporeanSri Lankan Tahitian TaiwaneseTibetanTongan Thai TuvaluanVietnameseSaipan Carolinian Solomon Islander

6.  What is the difference between an immigrant and a refugee?

7.  Sponsored by the U.S. Government  Largest number from Southeast Asia  Entitled to public support services  Public programs can create dependency

8.  Direct sponsorship of individual’s families  Financial support from family or employment  Requirement of self-sufficiency for permanent residence status  Avoidance of public service programs

9.  What 1800’s law created the groundwork for racist thought toward Asian / Pacific Americans? Why did some feel it necessary to pass such a law?

10.  1850’s – Chinese immigration for jobs  1882 - Chinese Exclusion Act banned immigrants for 10 years and was extended  1880 to 1920 – Chinese population dropped by 40,000

11.  The Immigration Act of 1917 banned all Asiatic countries except the Philippines  The Immigration Act of 1924 restricted all countries to two percent of originating country’s population  The two percent restriction did not change until 1965

12.  Tydings-McDuffie Act of 1934  1935 - Free one-way ticket to the Philippines  1943 - The Chinese Exclusion Act was repealed  1965 - The McCarran-Walter Act - 20,000 per year with the “fifth preference” category

13.  Over 100,000 Japanese Americans  Evacuation and incarceration  Called “Internment”  No one was convicted of any crime

14.  The text moves to classify Asian / Pacific Americans according to generations. As generations of cultures, including Asian and Pacific Americans, assimilate within American society, what in your view happens with their culture?

15.  From culture…  To a mixture…  To partial assimilation  Cultural pride

16.  Surviving:Immigrant or refugee (- 5 years)  Preserving:Immigrant or refugee (5 years +)  Adjusting:Second generation  Changing:Immigrant (Majority of time in US)  Choosing:Third generation or more  Maintaining:National (anticipates return to native country)  Expanding:National (global workplace)

17.  QUESTION: What are some common myths and stereotypes about Asian and Pacific Americans?

18. 1.All alike due to similarities 2.Successful “model” or “super minority” 3.Viewed as “foreign” terrorists because of their religious affiliation or cultural dress 4. Misunderstanding cultural differences and practices

19.  Based upon the description of the typical structure of an Asian / Pacific American household, could you imagine any issues that could arise out of police contact with this type of household during a family dispute? Describe them, if so.

20.  Strong family ties  Clannish behavior  Father - head of the household  Husband and wife both work outside of home  Strong family ties  Clannish behavior  Father - head of the household  Husband and wife both work outside of home

21.  Children care for each other  Latchkey children are common  Often serve as translators  Direct communication to parent or adult

22.  Underestimated and under-reported  Tjaden and Thoennes (2000)—12.8 percent reported being physically assaulted and 3.8 percent reported rape  Abraham (2000) —Community-Agency survey found over 1,000 South Asian women sought help for abuse and family violence

23.  Officers must take time to get information from witnesses, victims, and suspects  Strong family and group orientation  Considered “rude” and “loss of face” to say “no” to authority

24.  High context in communication style— Key context and background important  Eye contact, gestures, and other nuances  May not display emotions as expected

25.  Underreporting of Crimes  Differential Treatment

26.  Perpetrated by others within the same group  Human trafficking  Cooperation with worldwide police agencies in six countries (Cambodia, China, Laos, Burma, Thailand, and Vietnam)

27.  Asian/Pacific American communities gaining trust with criminal justice system  Community policing  Recruiting aggressively and increasing Asian/Pacific American peace officers

28.  Read Chapters 6 & 14 in Multicultural Law Enforcement  Law Enforcement Contact with African Americans  Racial Profiling  Attend the weekly Seminar  Respond to the Discussion Board  Evaluation of a police contact  Complete and Submit the Unit 4 Project  Analyze cross-cultural contact that police officers and civilian employees have with citizens, victims, suspects, and coworkers.  2-4 page paper

29.  wforbes@kaplan.edu wforbes@kaplan.edu  AIM: ForbesTeaching  Virtual Office