Presidential Crime Control Rhetoric and Black Criminalization
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Latino Criminology: Unfucking Colonial Frameworks in 'Latinos and Crime' Scholarship
Please do not remove this page Latino criminology: unfucking colonial frameworks in ‘Latinos and crime’ scholarship León, Kenneth Sebastian https://scholarship.libraries.rutgers.edu/discovery/delivery/01RUT_INST:ResearchRepository/12643390400004646?l#13643501570004646 León, K. S. (2020). Latino criminology: unfucking colonial frameworks in “Latinos and crime” scholarship. In Critical Criminology. Rutgers University. https://doi.org/10.7282/t3-0ztz-t895 This work is protected by copyright. You are free to use this resource, with proper attribution, for research and educational purposes. Other uses, such as reproduction or publication, may require the permission of the copyright holder. Downloaded On 2021/09/25 01:48:11 -0400 LEÓN, LATINO CRIMINOLOGY | AUTHOR ACCEPTED MANUSCRIPT LATINO CRIMINOLOGY: UNFUCKING COLONIAL FRAMEWORKS IN ‘LATINOS AND CRIME’ SCHOLARSHIP Kenneth Sebastian León1 ORC-ID 0000-0001-6754-6137 Accepted and Forthcoming in Critical Criminology: An International Journal Special Issue on Centering the Margins: Addressing the Implementation Gap in Critical Criminology Abstract To “unfuck” is to correct a situation, or yourself if necessary, and in a timely manner. There is an enduring need to audit and deconstruct the colonial features of criminological theory and criminal justice practices. To better understand these enduring colonial harms, this article offers a forward- looking prospectus on the merits of a Latino2 Criminology and highlights the shared historical and conceptual overlaps between critical criminology and Latino studies in studying state violence, interpersonal harms, and racialized social control. Compatible with both orthodox and progressive perspectives in criminology and criminal justice scholarship, an emergent and politically reflexive Latino Criminology centers the margins by articulating areas of intervention for scholars to improve criminological inquiry and depart – or unfuck ourselves – from the many settler colonial and white supremacist inheritances of our field. -
Race, Social Disorganization and Delinquency Alina Bazyler East Tennessee State University
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2013 Race, Social Disorganization and Delinquency Alina Bazyler East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Criminology Commons, Race and Ethnicity Commons, and the Social Control, Law, Crime, and Deviance Commons Recommended Citation Bazyler, Alina, "Race, Social Disorganization and Delinquency" (2013). Electronic Theses and Dissertations. Paper 2283. https://dc.etsu.edu/etd/2283 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Race, Social Disorganization, and Delinquency ___________________________ A thesis presented to the faculty of the Department of Criminal Justice and Criminology East Tennessee State University In partial fulfillment of the requirements for the degree Master of Arts in Criminal Justice and Criminology _________________________________ by Alina Bazyler December 2013 _________________________________ Gregory Rocheleau, Chair Michael Braswell Larry Miller Keywords : Race, ethnicity, nonviolent delinquency, violent delinquency, social disorganization, economic disadvantage, collective efficacy ABSTRACT Race, Social Disorganization, and Delinquency by Alina Bazyler The overrepresentation of racial and ethnic minorities in crime has been an issue of debate. Some evidence, however, has shown that racial differences in offending are largely accounted for by economic disadvantage. Using data from the National Longitudinal Study of Adolescent Health (n = 4,290), the relationship between race and delinquency was examined looking at social disorganization factors. -
Race/Ethnicity, Juvenile Court Processing and Case Outcomes: Fluctuation Or Stability?
The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Race/Ethnicity, Juvenile Court Processing and Case Outcomes: Fluctuation or Stability? Author(s): Michael J. Leiber, Ph.D., Jennifer H. Peck, Ph.D. Document No.: 246229 Date Received: April 2014 Award Number: 2012-IJ-CX-0051 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant report available electronically. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. RACE/ETHNICITY, JUVENILE COURT PROCESSING AND CASE OUTCOMES: FLUCTUATION OR STABILITY? Final Report Submitted to Data Resources Program for 2012: Funding for Analysis of Existing Data National Institute of Justice Award No.: 2012-IJ-CX-0051 March 14, 2014 Michael J. Leiber, Ph.D. Professor and Chair Department of Criminology College of Behavioral and Community Sciences University of South Florida 4202 East Fowler Ave. SOC 107 Tampa, FL 33620 (813) 974-9704 - Office (813) 974-2803 - Fax [email protected] Jennifer H. Peck, Ph.D. School of Criminology & Criminal Justice Florida Atlantic University 777 Glades Road Boca Raton, FL 33431 [email protected] This project was supported by Award No. 2012-IJ-CX-0051, awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. We like to thank the National Center for Juvenile Justice, especially Melissa Sickmund, for their support and use of the Juvenile Court Data Archive (NJCDA), the states and localities that approved access to the data, as well as the data person for providing more detailed data for the Northeast state. -
Explaining the Gaps in White, Black, and Hispanic Violence Since 1990
ASRXXX10.1177/0003122416635667American Sociological ReviewLight and Ulmer 6356672016 American Sociological Review 2016, Vol. 81(2) 290 –315 Explaining the Gaps in White, © American Sociological Association 2016 DOI: 10.1177/0003122416635667 Black, and Hispanic Violence http://asr.sagepub.com since 1990: Accounting for Immigration, Incarceration, and Inequality Michael T. Lighta and Jeffery T. Ulmerb Abstract While group differences in violence have long been a key focus of sociological inquiry, we know comparatively little about the trends in criminal violence for whites, blacks, and Hispanics in recent decades. Combining geocoded death records with multiple data sources to capture the socioeconomic, demographic, and legal context of 131 of the largest metropolitan areas in the United States, this article examines the trends in racial/ethnic inequality in homicide rates since 1990. In addition to exploring long-established explanations (e.g., disadvantage), we also investigate how three of the most significant societal changes over the past 20 years, namely, rapid immigration, mass incarceration, and rising wealth inequality affect racial/ ethnic homicide gaps. Across all three comparisons—white-black, white-Hispanic, and black- Hispanic—we find considerable convergence in homicide rates over the past two decades. Consistent with expectations, structural disadvantage is one of the strongest predictors of levels and changes in racial/ethnic violence disparities. In contrast to predictions based on strain theory, racial/ethnic wealth inequality has not increased disparities in homicide. Immigration, on the other hand, appears to be associated with declining white-black homicide differences. Consistent with an incapacitation/deterrence perspective, greater racial/ethnic incarceration disparities are associated with smaller racial/ethnic gaps in homicide. -
The Dissertation Guidebook
The Dissertation Guidebook The Dissertation Guidebook www.WaldenU.edu THE DISSERTATION GUIDEBOOK Revised September 2010 Walden University Academic Offices 155 Fifth Avenue South, Suite 100 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org; 1-312-263-0456. © 2010 Walden University, LLC TABLE OF CONTENTS Introduction ................................................................................................................................... 1 The Walden Dissertation Statement .......................................................................................................... 1 How This Guidebook Is Organized........................................................................................................... 2 Part 1. The Dissertation Process .................................................................................................. 3 Process Overview ...................................................................................................................................... 3 Nominating the Dissertation Supervisory Committee .............................................................................. 4 Registering for Dissertation Credits .......................................................................................................... 4 Completing the Prospectus ....................................................................................................................... -
Assessing Racial Differences in Offending Trajectories: a Life-Course View of the Race-Crime Relationship Michael S
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholar Commons | University of South Florida Research University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2011 Assessing racial differences in offending trajectories: A life-course view of the race-crime relationship Michael S. Caudy University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Criminology and Criminal Justice Commons Scholar Commons Citation Caudy, Michael S., "Assessing racial differences in offending trajectories: A life-course view of the race-crime relationship" (2011). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3037 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Assessing racial differences in offending trajectories: A life-course view of the race-crime relationship by Michael S. Caudy A dissertation submitted in partial fulfillment of requirements for the degree of Doctor of Philosophy Department of Criminology College of Behavioral and Community Sciences University of South Florida Co-Major Professor: Michael J. Lynch, Ph.D. Co-Major Professor: Ojmarrh Mitchell, Ph.D. Wesley G. Jennings, Ph. D. Michael J. Leiber, Ph.D. Thomas A. Loughran, Ph.D. Date of Approval: October 20, 2011 Keywords: Race, Ethnicity, Life-course theory, Developmental trajectories, Risk factors Copyright © 2011, Michael S. Caudy i Table of Contents List of Tables............................................ -
CRIME and VIOLENCE in CHICAGO a Geography of Segregation and Structural Disadvantage
CRIME AND VIOLENCE IN CHICAGO a Geography of Segregation and Structural Disadvantage Tim van den Bergh - Master Thesis Human Geography Radboud University, 2018 i Crime and Violence in Chicago: a Geography of Segregation and Structural Disadvantage Tim van den Bergh Student number: 4554817 Radboud University Nijmegen Master Thesis Human Geography Master Specialization: ‘Conflicts, Territories and Identities’ Supervisor: dr. O.T Kramsch Nijmegen, 2018 ii ABSTRACT Tim van den Bergh: Crime and Violence in Chicago: a Geography of Segregation and Structural Disadvantage Engaged with the socio-historical making of space, this thesis frames the contentious debate on violence in Chicago by illustrating how a set of urban processes have interacted to maintain a geography of racialized structural disadvantage. Within this geography, both favorable and unfavorable social conditions are unequally dispersed throughout the city, thereby impacting neighborhoods and communities differently. The theoretical underpinning of space as a social construct provides agency to particular institutions that are responsible for the ‘making’ of urban space in Chicago. With the use of a qualitative research approach, this thesis emphasizes the voices of people who can speak about the etiology of crime and violence from personal experience. Furthermore, this thesis provides a critique of social disorganization and broken windows theory, proposing that these popular criminologies have advanced a problematic normative production of space and impeded effective crime policy and community-police relations. Key words: space, disadvantage, race, crime & violence, Chicago (Under the direction of dr. Olivier Kramsch) iii Table of Contents Chapter 1 - Introduction ..................................................................................................... 1 § 1.1 Studying crime and violence in Chicago .................................................................... 1 § 1.2 Research objective ................................................................................................... -
Private Equity's Failing Grade AFR PESP 031618
Private equity’s failing grade Private equity investment in for-profit colleges For more than a decade, private equity firms have helped drive growth in the for-profit college industry in the United States, acquiring and helping to grow chains including the Art Institutes, Argosy University, Walden University, the University of Phoenix, and Ashford University. In acquiring and investing in for-profit colleges, private equity firms have turned to their regular playbook of buying companies and layering on debt, but in this case, it is the largely the federal government that provides the debt and students, especially low-income students of color, who end up with that debt, often without having received an education that prepares them for a job. While the for-profit college industry has faltered in recent years, private equity has continued to make investments, notably Apollo Global Management’s acquisition of University of Phoenix owner Apollo Education Photo: Ryan McKnight (CC BY-SA 2.0) in early 2017. As the Trump administration rolls back the greater regulatory scrutiny the for-profit college industry has faced during the last several years, it is private equity that stands to benefit the most, posing continuing dangers to students, taxpayers, and the integrity of the federal financial aid system. Private equity firms that have invested in for profit colleges include: - Apollo Global Management (Apollo Education/ University of Phoenix) - KKR (Laureate Education/ Walden University, EDMC/ Art Institutes and Argosy University) - Goldman Sachs and Providence Equity (EDMC/ Art Institutes and Argosy University) - Warburg Pincus (Bridgepointe Education/ Ashford University) - Willis Stein & Partners, Landmark Partners and Vision Capital (Education Corp of America/ Brightwood College and Virginia College) - JLL Partners (Education Affiliates/ All-Star Career College and Fortis College) - TA Associates (Full Sail University and Vatterott Educational Centers) - Quad Partners (Blue Cliff College) A more comprehensive list is at the end of this report. -
Theoretical Perspectives on Race and Crime
Theoretical CHAPTER 3 Perspectives on Race and Crime A wide variety of sociological, psychological, and biological theories have been proposed to explain the underlying causes of crime and its social, spatial, and temporal distribution. All of these theories are based on the assumptions that crime is accurately measured. But when variation in crime patterns and characteristics is partially attributable to unreliability in the measurement of crime, it is impossible to empirically validate the accuracy of competing criminological theories. —Mosher, Miethe, and Hart (2011, p. 205) onsidering the historical and contemporary crime and victimization data and sta- tistics presented in Chapter 2, the logical next question is, What explains the crime patterns of each race? Based on this question, we have formulated two goals for this C chapter. First, we want to provide readers with a rudimentary overview of theory. Second, we want to provide readers with a summary of the numerous theories that have relevance for explaining race and crime. In addition to this, where available, we also discuss the results of tests of the theories reviewed. Last, we also document some of the shortcom- ings of each theory. Decades ago, criminology textbooks devoted a chapter to race and crime (Gabbidon & Taylor Greene, 2001). Today most texts cover the topic, but only in a cursory way. In general, because of the additional focus on race and crime, scholars have written more specialized books, such as this one, to more comprehensively cover the subject. But even in these cases, many authors devote little time to reviewing specific theories related to race and crime (Walker, Spohn, & DeLone, 2012). -
NIH Public Access Author Manuscript Homicide Stud
NIH Public Access Author Manuscript Homicide Stud. Author manuscript; available in PMC 2012 February 8. NIH-PA Author ManuscriptPublished NIH-PA Author Manuscript in final edited NIH-PA Author Manuscript form as: Homicide Stud. 2011 August ; 15(3): 268±290. doi:10.1177/1088767911416917. Race/Ethnic-Specific Homicide Rates in New York City: Evaluating the Impact of Broken Windows Policing and Crack Cocaine Markets Preeti Chauhan1, Magdalena Cerdá2, Steven F. Messner3, Melissa Tracy2, Kenneth Tardiff4, and Sandro Galea2 1John Jay College of Criminal Justice, NY, USA 2Columbia University, New York, NY, USA 3University at Albany, State University of New York, NY, USA 4Weill Cornell Medicine College of Cornell University, New York, NY, USA Abstract The current study evaluated a range of social influences including misdemeanor arrests, drug arrests, cocaine consumption, alcohol consumption, firearm availability, and incarceration that may be associated with changes in gun-related homicides by racial/ethnic group in New York City (NYC) from 1990 to 1999. Using police precincts as the unit of analysis, we used cross-sectional, time series data to examine changes in Black, White, and Hispanic homicides, separately. Bayesian hierarchical models with a spatial error term indicated that an increase in cocaine consumption was associated with an increase in Black homicides. An increase in firearm availability was associated with an increase in Hispanic homicides. Last, there were no significant predictors for White homicides. Support was found for the crack cocaine hypotheses but not for the broken windows hypothesis. Examining racially/ethnically disaggregated data can shed light on group-sensitive mechanisms that may explain changes in homicide over time. -
2005-2006 Capella University Catalog
• Catalog Cover.05-06 4/15/05 5:26 PM Page 2 2005 - 2006 UNIVERSITY CATALOG Volume 05-06, No. 1 • July 2005 • Catalog 05.v1.4-6 4/15/05 5:05 PM Page 1 2005 University Catalog Volume 05-06, No. 1 July 2005 Undergraduate and Graduate Programs School of Undergraduate Studies School of Business and Technology School of Education School of Human Services Harold Abel School of Psychology 225 South Sixth Street Ninth Floor Minneapolis, Minnesota 55402 TOLL-FREE 1-888-CAPELLA (227-3552) FAX 612-977-5060 www.capella.edu © 2005 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu Welcome to Capella University . .5 Petition for Credit for Table of Contents About Capella University . .6 Undergraduate Learners . .20 Mission Statement . .6 Petition for Credit for Graduate Learners 20 Educational Philosophy . .6 Description of Credit Awarded . .20 University History . .6 Disability Accommodation . .21 Affirmative Action . .6 Discrimination, Harassment, and Assault . .21 Ownership of University . .6 Dismissal from the University Policy . 21 Institutional Accreditations . .6 Dissertation Publishing . .22 General Overview . .7 Drug and Alcohol Policy . .22 Academic Program Options . .7 Grading Policies . .22 Course Formats . .7 Grading Academic Residencies . .7 Repeating Courses Capella's Commitment to Appealing a Grade Learner Success . .7 Grade Value Summary Learner Services . .7 Graduation Requirement and Computer Requirements . .9 Commencement . .25 Undergraduate Academic Honors Admissions Policies . .10 Application to Graduate Admissions Requirements . .10 Application to Receive Certificate Admissions Components . .11 Commencement Admissions Decisions . .11 Intellectual Property . .25 Offer of Admission Interlibrary Loan . .26 Full Admission Overdue Books Conditional Admission Book Recalls Denial of Admission Learner Code of Conduct . -
Dissertation Completion: Higher Education's Invisible Problem
Journal of Educational Research and Practice 2017, Volume 7, Issue 1, Pages 74–90 ©Walden University, LLC, Minneapolis, MN DOI:10.5590/JERAP.2017.07.1.06 Dissertation Completion: No Longer Higher Education’s Invisible Problem Sarah M. Marshall Central Michigan University Barbara Klocko Central Michigan University Jillian Davidson Central Michigan University Researchers agree that one in two doctoral students will not complete their degree, but there is little agreement on how to support and encourage these students in their scholarship. A qualitative inquiry was used to examine the reasons for delayed or expedited dissertation completion by doctoral students in an educational leadership program at a Midwestern university. Identified challenges of the dissertation process included imposter syndrome, writing anxiety, and overall productivity. Also identified were supports for the dissertation process, including the cohort model and strong mentorship. Findings indicated that doctoral candidates were highly influenced by personal or environmental factors and the perceived value of institutional support. Additionally, once delayed completers overcame their barriers and engaged in the dissertation process, their behaviors and strategies mirrored expedited completers. Keywords: dissertation, dissertation barriers, dissertation completion strategies, imposter syndrome, writing anxiety Introduction Students who quietly walk away from doctoral programs, burdened with guilt, embarrassment, and accumulated debt, were once considered higher education’s “invisible problem” (Lovitts, 2001, p. 4). Cassuto (2013) claimed that this attrition may have been concealed by graduate schools because it suggested institutional as well as individual failure. Programs and universities are now seeking viable strategies to address this problem with full transparency (Grasso, Barry, & Valentine, 2009). The future of higher education institutions may be dependent upon moving doctoral students to completion more successfully.