Criminal justice education in the United States: A profile

Various commissions from the Wickersham (1931) to the National Advisory Commission on Higher Education for Police (1978) have called for the upgrading of police educational levels. Junior colleges, colleges and universities have responded by creating a plethora of educational programs. However, currently, little is known about the nature, form, or practice of criminal justice education in the United States. In attempting to fill this void, data from the Law Enforcement Education Program (LEEP) are presented concerning the number of students, criminal justice majors, and degrees awarded as well as institutional control, location, and type. These previously unpublished data are presented in a primary form (frequency distributions and cross-tabulations) to allow the reader to draw conclusions about the nature and scope of criminal justice education. Brief interpretations, however, are provided.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/23540/1/0000499.pd

The Role of Parental Maltreatment and Parental Social Control on Self-Reported Violent Offending in Indonesia and the U.S.: Does Gender Make a Difference?

In this article, we examine the role of parental maltreatment and parental social control in violent delinquency in two different countries: Indonesia and the U.S. but we go further by asking if gender makes a difference. We use a sample of Indonesian and U.S. youths from ISRD3 data, a self-reported survey instrument administered across multiple countries. We use logistic regressions to examine the associations between parental maltreatment, parental social control and self-reported violent delinquency and test whether gender and country modifies these associations. We find that both gender and country are significant predictors of violent delinquency. Further, there are differences between Indonesian and U.S. youths in terms of the predictors that are associated with violent delinquent offending. Specifically, parental maltreatment in the form of direct exposure to parental violence is a significant predictor for U.S. youths but not Indonesian youths whereas parental supervision is a significant deterrent of violent offending for both. We also find that girls are more likely to report violent offending than males when indirectly exposed to violence. Thus, our findings reiterate that both gender and context matter

A Comparative, Cross-Cultural Criminal Career Analysis

For over 30 years, the criminal career paradigm in criminology has raised important theoretical and policy questions as well as research on the ‘dimensions’ of the criminal career (for example, onset, duration, lambda, persistence, chronicity, desistance). Yet few studies have examined criminal career dimensions using a cross-national comparative approach. In this paper, we use an international sample of students (aged 12–15 years) from 30 countries (International Self-Report Delinquency Study-2): (1) to determine the extent of cross-national variation in the prevalence and correlates of high-frequency, serious offenders; and (2) to explore cross-national variation in offending patterns and selected correlates of offense specialization (for example, gender, self-control, delinquent peer association). Although we find several factors are correlated with criminal career dimensions across context, important differences emerged as well that have implications for developing context-specific theories of crime and effective offender programming

International Self-Report Delinquency (ISRD4) Study Protocol: Background, Methodology and Mandatory Items for the 2021/2022 Survey

This document describes the background and methodology of the fourth round of the International Self-Report Delinquency study (ISRD4). Drawing from the fields of criminology, public health and cross-national methodology, the ISRD is an ongoing multi-national research study that aims to describe and explain adolescents’ experiences with crime and victimization, to test criminological theories, and to develop recommendations for prevention and interventions. The project relies on a common research protocol, which standardizes questionnaire content and administration, and prescribes comparable sampling procedures in participating countries enabling the collection of common data across all of them. The ISRD4 Study Protocol describes the standard sections of the ISRD4 questionnaire (core and sweep-specific), for both the school-based as well as the internet-based samples. In addition to the core ISRD items, the ISRD4 questionnaire includes new items related to cyber-offending and -victimization, discrimination, and perceptions of violence and revenge motives. The protocol also describes the rationale for including an internet-based survey as a complement to the school-based survey. The document aims to provide a detailed set of guidelines for participating national teams but will also be of interest to researchers interested in youth victimization and offending, theory-testing, and cross-national methodology. Fieldwork in approximately 40 countries began in 2020 and will conclude by the end of 2022