Criminology and Criminal Justice: Differences in Programs at the Master's Level

Our aim in this work is to: (1) determine how distinct the program structure and curriculum content for graduate education in Criminology was compared to Criminal Justice; and (2) evaluate whether the diversity or consistency of the curriculum in either field varied depending of what type of department was offering the degree. Differences in department titles, hours required for the M.A. degree, program descriptions, curriculum content and curriculum content by department type between M.A. programs in Criminology and Criminal Justice were examined. The results suggested there is both consistency and difference in program structure and in curriculum content across the two fields of study.Criminology, Criminal Justice, Curriculum, Program Development

Challenges for the Next Century

Review of the book Crime and Punishment in America, by Elliott Currie

Criminology and Criminal Justice: Differences in Programs at the Master\u27s Level

Our aim in this work is to: (1) determine how distinct the program structure and curriculum content for graduate education in Criminology was compared to Criminal Justice; and (2) evaluate whether the diversity or consistency of the curriculum in either field varied depending of what type of department was offering the degree. Differences in department titles, hours required for the M.A. degree, program descriptions, curriculum content and curriculum content by department type between M.A. programs in Criminology and Criminal Justice were examined. The results suggested there is both consistency and difference in program structure and in curriculum content across the two fields of study

School-Based Juvenile Boot Camps: Evaluating Specialized Treatment and Rehabilitation (STAR)

Implemented in Montgomery County, Texas, STAR deviates from traditional boot camps in a variety of ways. The program is closely coupled with school jurisdictions, the juvenile court, and correctional authorities. In addition, the program is non-residential and serves status, misdemeanor, and felony juvenile offenders and mandates parental participation. STAR was initiated to address several goals: enable individuals to remain in school while reducing their disruptive behavior, use school expulsion as a last resort, improve the academic performance of participants, coordinate a joint effort between juvenile authorities and school jurisdictions, instill a sense of pride and discipline in participants, and reduce the number of criminal referrals to juvenile authorities. The program was evaluated by comparing recidivist outcomes of participants with a group of intensive supervision probationers (ISP) in Conroe, Texas. At 12 months after concluding the program, 53 percent of STAR participants were rearrested compared to 36 percent of ISP participants. Additionally, STAR participants were rearrested 41 days sooner than ISP participants and were significantly more serious in their post-release offending. Implications and considerations for future research on juvenile boot camps are discussed. An appendix contains an offense seriousness scale for bivariate comparisons

Race, Class or Neighborhood Context: Which Matters More in Measuring Satisfaction with Police?

The primary purpose of this study is to assess the relative effects of race and class, at both individual and neighborhood levels, on public satisfaction with police. Using hierarchical linear modeling on 1,963 individuals nested within 66 neighborhoods, this study analyzes how individual-level variables, including race, class, age, gender, victimization and contact with police, and neighborhood-level factors, including racial composition, concentrated disadvantage, residential mobility and violent crime rate, influence residents\u27 satisfaction with police. The results from the individual-level analysis indicate that both race and class are equally important predictors. African Americans and lower-class people tend to be less satisfied with police. The significant effects of race and class, however, disappear when neighborhood-level characteristics are considered simultaneously. Neighborhood racial composition affects satisfaction with police, with residents in predominately White and racially mixed neighborhoods having more favorable attitudes than those in predominately African American communities. Further analyses reveal that African Americans in economically advantaged neighborhoods are less likely than Whites in the same kind of neighborhoods to be satisfied with police, whereas African Americans and Whites in disadvantaged communities hold similar levels of satisfaction with police. Implications for future research and policy are discussed

Neighborhood Characteristics and Crime: A Test of Sampson and Groves\u27 Model of Social Disorganization

In 1989 Sampson and Groves proposed a model of social disorganization. In this model, neighborhoods with low socioeconomic status, high residential mobility, racial heterogeneity, and family disruption were predicted to have sparse local friendship networks\u27, low organizational participation, and unsupervised youth groups. These, in turn, were predicted to increase neighborhood crime rates. Although Sampson and Groves\u27 work represents the most complete model of social disorganization to date, it has only been tested twice and then on the same data set. Using data from 36 neighborhoods from 7 U.S. cities, this study examines extensions of Sampson and Groves\u27 model suggested by past research findings. The results indicate that Sampson and Groves\u27 model is modestly supported by the data. Social disorganization variables are more effective in transmitting the effects of neighborhood structural characteristics on assault than on robbery. Implications of the study and directions for future research are discussed

Social Disorganization and the Ability and Willingness to Enact Control: A Preliminary Test

Dominant models in the social disorganization literature differentially focus on the ability of neighborhoods to enact social control and the willingness to do so. Despite the interest in both concepts, often no clear definition of either is provided, and there is little discussion of their relationship or how they interact to affect neighborhood crime rates. This paper begins to explore the relationship between ability and willingness to enact social control. The findings suggest that, for formal control, ability and willingness are closely related. Furthermore, at the aggregate level, concentrated disadvantage combined with perceived inability has a strong impact on neighborhood crime rates

Justifications for the Probation Sanction Among Residents of Virginia--Cool or Un-Cool?

Perhaps as evidence of a growing cultural gap between our students and ourselves, one of the authors was recently amused when a student asked whether probation was a cool sanction. In this study, we begin an investigation into how cool the probation sanction is in the eyes of residents of the Commonwealth of Virginia. Specifically, we use data from a telephone survey of 840 registered voters to explore three questions. First, how often would they recommend the probation sanction in comparison to other sanctions? Second, how do they justify the sanction relative to justifications for other sanctions? Finally, are their justifications and sentencing recommendations consistent across crimes? We address these questions in this study to see whether the sanction is cool or uncool. In the review of literature, we discuss punishment justifications in general and probation as a punitive experience

Youth Gangs in Texas: Part 2

Monthly bulletin issued to address topics related to law enforcement. This issue discusses "Youth Gangs in Texas: Part II" including the background and statistic