Faculty Perspectives on Teaching a Race and Crime Course

A Replication and Expansion

Bibliographic Data

ID15316636
AuthorsMaisha N Cooper (0000-0002-7505-608X, Department of Criminal Justice and Criminology, The University of North Carolina at Charlotte, Charlotte, NC, 28223-0001, corresponding author), Alexander H Updegrove (0000-0002-3748-3400, University of North Texas), Carlene Y Barnaby (Department of Behavioral Sciences, Criminal Justice Program, Kingsborough Community College CUNY, Brooklyn, NY, 11235), Ahram Cho (0000-0001-8886-8485, New Mexico State University), Andrekus Dixon (University of North Texas), Molly Byrne (0000-0001-8900-4320, The University of North Carolina at Charlotte, Charlotte, NC, 28223-0001)
Year2022
Volume34
Issue4
Pages495-518
Publication date2022-08-10
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511253.2022.2108862
OpenAlexW4297826559
LanguageEN
Citations received5
References cited46

This study administered an updated version of Gabbidon and Preston's (2003 Gabbidon, S. L., & Preston, P. (2003). Teaching race and crime: Perspectives from the classroom. Journal of Ethnicity in Criminal Justice, 1(3–4), 109–124.[Taylor & Francis Online] , [Google Scholar]) survey, which provided an overview of Race and Crime courses, to 48 criminal justice faculty who had experience teaching a Race and Crime course. Descriptive statistics revealed that: (1) less than half of faculty members’ universities required Race and Crime at the undergraduate level; and (2) more than half of faculty members’ universities did not offer Race and Crime at the graduate level. Most faculty (88%) rated their overall experience teaching Race and Crime positively. Sixty percent of faculty considered teaching Race and Crime more emotionally exhausting than other courses they taught, but 56% of faculty also indicated that teaching Race and Crime was more emotionally rewarding. Bivariate analyses generally failed to find significant differences between nonwhite and white faculty on these measures

Criminal justice · Criminology · Economic Justice · Ethnic group · Medical education · Political science · Race (biology · Sociology · White (mutation · Critical Race Theory in Education · Evaluation of Teaching Practices · Gender Studies · Innovative Teaching Methodologies in Social Sciences · Law · Medicine · Psychology

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