NCJ Number
76335
Journal
Journal of Negro Education Volume: 49 Issue: 1 Dated: (Winter 1980) Pages: 31-40
Date Published
1980
Length
10 pages
Annotation
Criminal justice education programs which are offered at predominantly black colleges are examined through evaluation of findings from a survey of such institutions.
Abstract
The need for increased black employment in criminal justice occupations, such as law enforcement, corrections, and courts, has been recognized for some time. Advantages to such employment include lower crime rates, especially in black neighborhoods; a more responsive criminal justice system; increased black support of criminal justice institutions; and improved black socioeconomic status. Presently, there are three separate efforts to increase black employment in criminal justice. These efforts include minority recruitment programs, aggressive enforcement of equal employment opportunity, and criminal justice education programs in predominantly black colleges. To clarify the situation in the area of education, a survey of black colleges which offered criminal justice programs was conducted. A questionnaire was sent to 40 colleges that were identified as predominantly black and as offering at least 1 course in criminal justice. Of the 40 questionnaires that were mailed, 20 were completed. Questionnaires were structured to collect information concerning the program's goals, curricula, faculty characteristics, funding sources, and critical issues. Findings revealed that most programs are small in terms of students enrolled and in number of courses taught. Twelve of the programs reported having less than 100 students enrolled. Eighteen of the responding programs offer only undergraduate instruction. Most students enrolled in such courses are receiving their initial exposure to the field. In terms of occupational goals, none of the programs emphasized employment in the courts. Funding was cited as a major problem confronting 14 schools; manpower was also noted as a serious difficulty. The paper suggests that college governing boards and administrators make a commitment to such programs. Only the most capable and qualified instructors should be teaching them, and criminal justice education should be considered an integral part of the total academic program. One table and 23 footnotes are included.