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Over the past few decades, a body of research has developed examining the academic dishonesty of university and college students. While research has explored academic dishonesty amongst American criminal justice and policing students, no research has specifically focused on investigating the dynamics and correlates of academic dishonesty amongst Australian criminology students. This study drew upon data obtained from a survey of 79 undergraduate criminal justice and policing students studying at an Australian university. Overall, the results suggest that male gender, viewing academic dishonesty as less serious and holding justifications for engaging in this type of behaviour were significant predictors of self-reported academic dishonesty. The findings suggest that more proactive strategies need to be implemented by universities to prevent student involvement in academic dishonesty. [Author abstract]

This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from for-profit organizations. In contrast, many Latina/o students across class position receive no tutoring or limited tutoring. Such unequal access to tutoring fuels academic and social differences, and some teachers are even changing their curriculum in ways that benefit students with tutoring.

The chapter focuses on the academic and social hierarchies at the school and students’ roles in perpetuating such hierarchies. Examples focus on how students of color are differently labeled “smart,” “stupid,” “sporty,” or “stupid” while White students are believed to be less identifiable. There are also examples of anti-immigrant posturing among some Asian Americans that is linked to larger assimilationist imperatives.

Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis through the same frameworks that I aimed to critique. Others found it difficult to transform school practices in the current period of schooling where assessment drives education.

As police officers have become increasingly common in U.S. public schools, their role in school discipline has often expanded. While there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This paper provides the first quasi-experimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants. Exploiting detailed data on over 2.5 million students in Texas, I find that federal grants for police in schools increase middle school discipline rates by 6 percent. The rise in discipline is driven by sanctions for low-level offenses or school code of conduct violations. Further, I find that Black students experience the largest increases in discipline. I also find that exposure to a three-year federal grant for school police is associated with a 2.5 percent decrease in high school graduation rates and a 4 percent decrease in college enrollment rates.

Researchers are increasingly exploring the consequences of policing for the educational outcomes of minority youth. This study contributes to this literature by asking three questions. First, what are racial/ethnic disparities in long-term exposure to neighborhood policing? Second, how does this exposure affect high school graduation? Third, how much of the ethnoracial gap in high school graduation would remain if neighborhood policing was equalized? To address these questions, we use data from the New York City Department of Education and follow five cohorts of NYC public school students from middle to high school. Our findings reveal starkly different experiences with neighborhood policing across racial/ethnic groups. Using novel methods for time-varying treatment effects, we find that long-term exposure to neighborhood policing has negative effects on high school graduation, with important differences across racial/ethnic groups. Using gap-closing estimands, we show that assigning a sample of Black and Latino students to the same level of neighborhood policing as White students would close the Black–White gap in high school graduation by more than one quarter and the Latino–White gap by almost one fifth. Alternatively, we explore interventions where policing is solely a function of violent crime, which close the Black–White gap by as much as one tenth. Our study advances previous research by focusing on cumulative, long-term exposure to neighborhood policing and by assessing various counterfactual scenarios that inform research and policy.

PurposeThis paper aims to investigate how evidence-based policing (EBP) is understood by police officers and citizens in Taiwan and the influence of police education on police recruit's receptivity to research evidence in policing.Design/methodology/approachThe study uses a cross-sectional design that includes Taiwanese police officers (n = 671) and a control group of Taiwanese criminology undergraduate students (n = 85). A research instrument covering five themes is developed, and after a pilot test the final scale remains 14 items.FindingsThe analysis suggests that police officers in Taiwan generally hold a positive view towards the role of research and researchers in policing, more so than is often observed in similar studies conducted in Western countries. Receptivity to research was found to be significantly higher among the non-police sample compared to the police sample. Moreover, time spent in police education was significantly associated with lower levels of receptivity to research.Originality/valueThe paper makes two original contributions to the literature on police officer receptivity to research. It is the first paper to (1) empirically examine police officers' openness to, and use of research in an Asian setting and (2) to compare police officers' receptivity to research with those of a relevant non-police group.

Aim: The article examines the motivation and difference between police attitudes. This is worth examining what policing models exist, what police staff and professional attitudes fit into them, and what career choice attitudes are associated with them.Methods: In the research survey was used. The individuals in the sample were all accepted into higher education and undertook the basic training of full-time police officer training.Findings: The Author enlisted eight law enforcement models, which were divided into four clusters. The examined framework can be characterized by different goals and attitudes and it was found that we cannot talk about pure attitudes. The plurality of attitudes may vary from one branch of service to another, which may lead to mixed attitudes among respondents. A significant part of the students who start their law enforcement training did not see a pattern in terms of police careers, and their motivations and attitudes. A preconceived police attitude can be observed, because when candidates enter the police organization and start practical work, the organizational culture inherits the accepted police attitude and this is when their “professional blindness” becomes decisive.Value: The study highlights the attitudes of police officer students at the beginning of their university education. The Author considered it important to find out in which patterns students entering training can identify with the values and views suggested by different law enforcement models. For this, the Author enlisted the help of eight law enforcement models. The different attitude contributes to society's acceptance that the functioning of law enforcement agencies is understandable and provides feelings of security. Cél: A cikk a rendőrségi magatartás motivációit, illetve a rendőri attitűdök közötti különbségeket vizsgálja. Érdemes áttekinteni, hogy milyen rendőri modellek léteznek, milyen rendőri személyzeti és szakmai attitűdök illeszkednek ezekbe, és milyen pályaválasztási attitűdök kapcsolódnak hozzájuk.Módszertan: A kutatásban felmérést alkalmaztak. A mintában szereplő személyek mindegyike felvételt nyert a felsőoktatásba, és a nappali tagozatos rendőrtiszti képzés alapképzését végezte el.Megállapítások: A szerző nyolc bűnüldözési modellt ismertetett, amelyeket négy klaszterre osztott. A vizsgált kereteket különböző célokkal és attitűdökkel lehet jellemezni, és megállapítást nyert, hogy nem beszélhetünk elkülönülő attitűdökről. Az attitűdök pluralitása szolgálati áganként eltérő lehet, ami a válaszadók körében vegyes attitűdökhöz vezethet. A rendészeti képzést megkezdő hallgatók jelentős része nem látott mintát a rendőri pálya, valamint a motivációk és attitűdök tekintetében. Megfigyelhető az előítéletekre épülő rendőri attitűd, mert amikor a jelöltek belépnek a rendőri szervezetbe és megkezdik a gyakorlati munkát, a szervezeti kultúrában átveszik az elfogadott rendőri attitűdöt, és ekkor válik meghatározóvá a \"szakmai vakságuk\".Érték: A tanulmány rávilágít a rendőrtiszthallgatók attitűdjeire az egyetemi tanulmányaik kezdetén. A szerző fontosnak tartotta annak kiderítését, hogy a képzésbe belépő hallgatók milyen mintákban tudnak azonosulni a különböző rendészeti modellek által sugallt értékekkel és nézetekkel. Ehhez a szerző nyolc rendészeti modell segítségét vette igénybe. A különböző attitűdök hozzájárulnak ahhoz, hogy a rendvédelmi szervek társadalmilag elfogadottá váljanak, működésük érthető és biztonságérzetet nyújtó legyen.

Given the challenging in- and out-of-school outcomes that some boys and young men of color exhibit, researchers, policymakers, and practitioners have advocated for increasing the number of Black male teachers. This strategy is predicated on the belief that having same-race and same-gender teachers can improve student learning. Drawing on Shedd’s Universal Carceral Apparatus and Brown’s Pedagogical Kind, this study used the qualitative method, specifically phenomenology, to explore the school-based experiences of 27 Black male teachers across 14 schools in one urban school district. Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second. The Black male teachers described how their colleagues expected them to redirect student misbehavior. They rejected the idea that they were magically constructed or that students who were deemed as misbehaving responded to the teachers’ redirection simply because they were Black men. Instead, participants described how they attended to students’ social and emotional development, thereby influencing their capacity to engage and manage perceived misbehavior. Implications for future research are presented at the conclusion of the study.

This critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English‐as‐a‐second‐language methods class at a large Hispanic‐serving university in Texas. In this study, we center Latinx TCs’ experiences with and responses to raciolinguistic ideologies framing them as linguistically lacking and/or ethnically inauthentic. Our findings have implications for the ways teacher educators engage Latinx TCs in the interrogation of language ideologies during teacher preparation. We conclude this article by offering pathways for educators to engage Latinx TCs in challenging the practice of marginalizing Latinx individuals via their language practices.