Warriors, Guardians Or Both: a Grounded Theory Approach Of
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WARRIORS, GUARDIANS OR BOTH: A GROUNDED THEORY APPROACH OF EXPLORING THE DEVELOPMENT OF PATROL OFFICERS IN URBAN COMMUNITY RELATIONS KYLE ZNAMENAK Bachelors of Science in Psychology Baldwin-Wallace University July 2008 Master of Arts in Psychology Cleveland State University May 2011 submitted in partial fulfillment of requirements for the degree DOCTOR OF PHILOSOPHY IN URBAN EDUCATION, ADULT, CONTINUING, AND HIGHER EDUCATION at the CLEVELAND STATE UNIVERSITY December 2020 © COPYRIGHT BY KYLE ZNAMENAK 2020 We hereby approve the dissertation of Kyle Znamenak Candidate for the Doctor of Philosophy in Urban Education Degree, Adult, Continuing, and Higher Education This Dissertation has been approved for the Office of Doctoral Studies, College of Education and Human Services and CLEVELAND STATE UNIVERSITY, College of Graduate Studies by ________________________________________________________________________ Dissertation Chairperson: Catherine Hansman, Ed.D. C.A.S.A.L, 11/17/2020 ________________________________________________________________________ Dissertation Methodologist: Anne Galletta, Ph.D. Curriculum and Foundations, 11/17/2020 ________________________________________________________________________ Outside Committee Member: Ronnie Dunn, Ph.D. Urban Studies, 11/17/2020 ________________________________________________________________________ Committee Member: Jonathan Messemer, Ph.D. C.A.S.A.L., 11/17/2020 November 17, 2020 Student’s Date of Defense DEDICATION This dissertation is dedicated to the memory of my grandma, Jean Znamenak, who taught the values of life-long education, humbleness, empathy, and respect. I also dedicated this work to the pursuit of knowledge through informed research to help build bridges during these challenging times of uncertainty and polarization. ACKNOWLEDGEMENTS Thank you, to all the participants in the study. I hope this research adds one more pylon to bridging the division between the police and the community. Thank you to my mother Monica and my father Craig for embracing my love for research, science and theatre at a young age...even though it resulted in me quitting hockey. Thank you to my Grandma Annalise for cultivating my work ethic by giving my first job at my grandpa’s video game store. Thank you to my partner Ken, who had to suffer through my nightly ramblings about my research. You were my sounding board when I needed you. Thank you to all my friends, who supported me through this project. Keith, Johnny, Ray, Jen, Brian, Chelle, Jim, and Jesse you were my cheerleaders and coaches throughout this process. Thank you to Anthony and Paul for being my informal mentors throughout my journey in the PhD program. You made me see and believe that becoming a doctor was possible. Thank you Jessica, Normella, Keith, Mike, and Dr. Dunn for giving me a place at the table in developing a nationally recognized training program. Thank you to my community of practice colleagues (Dr. Hansman, Carol, Matt, Toni, Karie, and Keli). I found a group of people that geeks out about research as much as I do. Thank you to Career Services, who like Ken, also had to suffer through my ramblings of my research, but at work. Thank you for all my committee members for your insight, diverse perspectives, and critical eyes on this dissertation. Dr. Hansman, thank you for mentoring throughout my PhD program, going through my many dissertation edits, and adding your depth of knowledge of qualitative research, mentoring, and adult education to the project. Dr. Galletta, thank you for supporting me throughout the research process, reviewing my many dissertation edits, and helping me develop into a qualitative researcher and scholar. Dr. Dunn, thank you for contributing your expertise in police and community research and allowing me to put my research and knowledge into practice. Dr. Messemer, thank you for helping narrow down my research question (of many) and sharing your experience and process in researching in a correctional educational setting. WARRIORS, GUARDIANS OR BOTH? : A GROUND THEORY APPROACH OF EXPLORING THE DEVELOPMENT OF PATROL OFFICERS IN URBAN COMMUNITY RELATIONS. KYLE ZNAMENAK ABSTRACT The culture of policing is rooted in a warrior ethos of preserving order against chaos and criminality in a hostile world. This ethos may be negatively influencing community relations. A guardian mindset encourages community engagement, fostering trust, and building allies within the community. The purpose of this grounded theory study is to understand in the context of strained relationships between Communities of Color and police, how officers develop their knowledge, skills, and experiences to become guardians in the communities they serve. This research considers: 1) what is the process of developing patrol officers that are competent in community relations within an urban context; 2) what knowledge and skills are expected of patrol officers to be competent in community relations within an urban context share; 3) what formal education and informal experiences contribute to a patrol officer’s knowledge and skills in community relations within an urban context. Twenty-four police leaders, police officers, and trainers representing five police departments and training facilities located in diverse urban populations in Northeast Ohio participated in semi-structured interviews. Four community leaders and public safety organizers also participated in interviews. The theoretical model identifies departmental and individual barriers and facilitators that influence the professional development of officers relevant to community relations. vii TABLES OF CONTENTS Page ABSTRACT....................................................................................................................... vii LIST OF TABLES ............................................................................................................ xvi LIST OF FIGURES ..........................................................................................................xvii CHAPTER I. INTRODUCTION ................................................................................................1 Background.................................................................................................... 1 Communities Experiences of Policing .......................................................... 2 Police Perceptions of the Public’s View of Them ............................. 4 Problem Statement......................................................................................... 9 Purpose ........................................................................................................ 10 Methodology................................................................................................ 11 Significance ................................................................................................. 12 Glossary of Terms ....................................................................................... 13 Summary...................................................................................................... 14 II. REVIEW OF THE LITTERATURE ...............................................................16 Introduction ................................................................................................. 16 History of Policing ...................................................................................... 16 Policing in the United States ............................................................ 18 viii Slave Patrols..................................................................................... 19 Policing in the Political Era (1840 – 1930)...................................... 21 Policing in the Reform Era (1930 – 1960) ....................................... 22 Policing in the 1970’s: A Community Strategy ............................... 23 Community Policing ........................................................................ 25 Police Department Organization ................................................................. 29 Policing in a City or Suburb ........................................................................ 35 Policing as a Profession ............................................................................... 36 Policing as a Craft ............................................................................ 39 Policing as a New Profession........................................................... 39 Warriors or Guardians...................................................................... 40 Recruiting Diverse Officers to Reflect Communities ................................. 45 Police Culture .............................................................................................. 52 Street Level Bureaucracy ............................................................................ 57 Formal Education & Continuing Professional Education ........................... 59 Formal Education ............................................................................. 59 Ohio Police Academies .................................................................... 60 Formal Mentoring ............................................................................ 62 Continuing Professional Education ............................................................. 64 Transfer of Learning ........................................................................ 66 ix Situated Learning ............................................................................. 67 Evaluating Continuing