NCJ Number
73064
Date Published
1980
Length
216 pages
Annotation
This study assesses the quality of U.S. criminal justice education and identifies its major trends.
Abstract
The opening chapter presents an overview of the social and educational context for criminal justice education. Data were collected via structured questionnaires in which opinion items were presented in the form of likert Scales, interviews with faculty and administrators on 14 campuses, and an analysis of college catalog. Of 1,000 questionnaires distributed, 250 were completed and returned. Criminal justice educators were found to be primarily a young group of former agency personnel, most of whom possessed advanced degrees. More then 52 percent of those employed at 4-year colleges held doctorates. Most respondents spent their time in teaching rather than in research. Interviews revealed that criminal justice education is currently purposeless, and is characterized by complacency over past accomplishments and anxiety over inevitable future changes. Educators appeared passive and were not specific about future changes, curricula, and student career planning. Although programs emphasizing the importance of social relationship have been developing, educators generally ignore such developments. A content analysis of course offerings, based on descriptions presented in college catalogs, found little emphasis given to technical/vocational courses in 16 criminal justice programs and no such courses offered in 5 programs. In the remainder, degree requirements precluded a student from concentrating in this category. Nevertheless, the existence of two contrasting orientations (professional/managerial and social science) should be interpreted as a sign of maturity for the field of criminal justice education. A distinctive national professorate has also developed in this field. Tabular data and chapter notes are included.