Academy of Criminal Justice Sciences Today Volume XXXIII • Issue 1 • February 2008 THE THIRD WAY: TEACHING MIXED METHODS RESEARCH Peter B. Kraska, Professor, Research Fellow Eastern Kentucky University Quants vs. Quals sential, a methods course can be sig- tivistic science. I personally relied nificantly more engaging if a larger on this tact for years: teaching about We all know that research meth- array of methods is taught, both the issue of quantitative “versus” ods is not an easy course to teach quantitative and qualitative. More- qualitative research, reifying the for numerous reasons. For example, over, hashing through the philosophi- notion that these are mutually ex- methods courses often teach students cal underpinnings of qualitative and clusive paradigms pitted against one predominantly about what we do quantitative approaches can greatly another vying for dominance. It also as researchers – not about crime or enhance students’ abilities to think socializes students into thinking that the happenings in criminal justice critically and creatively about the a researcher must self-identify with (this information is only supplied as knowledge production process, re- either one or the other approach – an examples of research). Merely men- gardless of what methods are used. assumption that carries over into our tioning this fact to students will make academic professional identities. many of their eyes glaze over; we’re Until only just a few years ago, apparently not that intriguing. though, our leading textbooks hardly Interestingly many of my un- mentioned qualitative methods, and initiated and insightful students Another key reason is that our even today, most devote only one over the years have wondered and methodological focus has been cursory chapter. Furthermore, all asked: “why is this even an issue, focused on the three traditional methods texts in our field approach why exactly wouldn’t we just mix quantitative methods – experimental, qualitative research as the “other” them together if our common goal survey, and nonreactive techniques. approach to research, which lies in is to produce knowledge, and why While learning these methods is es- stark opposition to traditional posi- can’t I do both?” After reflecting on Continued on page 3 Inside This Issue. The Third Way: Teaching Mixed Methods Research (1); President’s Message (2); Book Reviews (9-11); ACJS National Office Contact Information (12) Editorial Staff (12); A Righteous Stand: ACJS and Criminal Justice Policy (13); Call for Articles (15); Annual Meeting Info. (15); ACJS News (16); Announcements (18); Executive Board (19). 2 ACJS TODAY February 2008 PRESIDENT’S MESSAGE nevada.edu), Alan Thompson (alan. community justice research, education [email protected]), or me (rhunter@ and practice. wcu.edu). • Promote discussion, research and dissemination which gives focus, II. The Program Committee has a great direction and integration of fields related program set up for our annual meeting to restorative and community justice In my last message to you I discussed in Cincinnati. The Hyatt and Hilton education and practices. several issues that we have dealt with this properties in Cincinnati are providing • Provide opportunities for dialogue year. As I noted, we have strengthened us with excellent conference facilities. and encouragement for academics and our relations with our sister organizations In addition, Cincinnati has sightseeing, practitioners interested in restorative and at both the international and national shopping, and dining opportunities for community justice related principles. levels; we are working to become an even everyone. If you haven’t registered • Expose members to interdisciplinary more “student friendly” organization; for the meeting, you can do so here issues related to our mission. our Membership, Affirmative Action, on our website (www.acjs.org). The • Advance cross-cultural and and Student Affairs Committees are preliminary program is also available international restorative and community working on creative efforts to encourage for your review. justice research, education and new members to join with us; and, we practice. have continued to promote program III. There has been progress on our • Develop essential knowledge, attitude certification by offering information efforts to establish March as Criminal and skill competencies for educators, sessions and reviewer training at the Justice Awareness Month. However, practitioners and researchers working in regional meetings. I now wish to focus time constraints of the United States the field of restorative and community on four specific issues. Congress may preclude this from being considered during the current session. justice. If you have any insights on this issue • Promote on-going education and I. The Ad Hoc Committee to Explore professional development of members a Diplomate in Justice Studies is or wish to offer your support, please contact Chip Burns ([email protected]) or in the field of restorative and community working on its recommendations justice. to the ACJS Executive Board. The John Smykla ([email protected]). Their work on this is very much appreciated. • Integrate evidence based practices committee is addressing the following and models into the field and promote questions: IIII. Lastly, we have received a petition evaluation, research and policy. 1) The appropriateness of offering a with the requisite signatures to establish diplomate based upon what similar a Section on Restorative and Community Per ACJS Policy 500.01: III 2, once organizations are doing. Justice. The statement of purpose for a proper petition is submitted, the this section follows: 2) What the benefits would be to Executive Board shall direct the Editor ACJS? The Restorative and Community Justice of ACJS Today to publish information Section (Section) shall be a constituent about the Section and to solicit comments 3) What the benefits would be to unit of the Academy of Criminal Justice from the general members which shall individuals seeking the diplomate? Sciences (Academy) and shall function in be directed to the Association Manager 4) What the minimum qualifications accordance with the Constitution and By- who will provide them to the Executive should be? laws and policies of the Academy. The Board. Please provide any comments 5) What the process should be? mission of the organization is to provide you may have on this to Cathy Barth a professional association academics, ([email protected]) so that she can make 6) What potential problems might educators, justice agency practitioners, them available to the Executive Board arise? victim advocates, victim services prior to our March 4th meeting. 7) What the costs should be? interested in developing restorative and community justice theory; conduct As always, please contact me (rhunter@ If you have recommendations, policy relevant research on restorative wcu.edu) if you have questions or suggestions, and/or concerns, please and community justice practices; and suggestions regarding ACJS. contact one of us: Michael Brown educate individuals, organizations, ([email protected]), Tom Lateano institutions, and governmental entities ([email protected]), Dave about restorative and community justice Owens ([email protected]), Jeff principles and practices. The purposes Rush ([email protected]), of the section are: Deborah Shaffer (shaffedk@unlv. • Cultivate professional development of those involved in restorative and President ACJS TODAY Volume XXXIII, Issue 1 my own experiences, and reading a dismissive and exclusive mentality exclusionary mindset of the past good bit of the philosophy of science has predominated, more for political seems to be giving way to a new, literature, I realized the answer lies reasons than intellectual. more nuanced outlook that allows not so much in some inherent incom- for a diversity of approaches. Valu- patibility but, rather, in the nature Paul Roth (1987), in his well-re- ing diversity, when it comes to of academic politics, and how orga- ceived book Meaning and Method methods of producing knowledge, nizations in general establish their in the Social Sciences: A Case For can be seen as a type of triangula- identities. This point needs further Methodological Pluralism, refers to tion: crime and justice phenomena clarification. this mind-set as methodological exclu- can be studied and viewed from sivism; an ideology that presumes there differing angles, allowing for a The development of an exclusiv- is just one proper method of producing more holistic and rigorous answer ist position on research in crime and credible and worthwhile knowledge. to that fundamental scientific ques- justice studies is a common pattern in While he acknowledges and articulates tion that interests both qualitative organizational dynamics: as a young with precision the inherent philosophi- and quantitative researchers, “what organization attempts to establish its cal differences between quantitative is really the case?” Although the identity (who it is, what it does, and (positivistic social science) and quali- process is nowhere near complete, why it does what it does), differing tative approaches (interpretive social and nor is its trajectory certain, our factions within that organization vie science), he ultimately argues that disciplinary identity seems to be for power, carve out territory, and these differences do not render them reconfiguring itself to embrace a establish their own identity. Conflicts incompatible – just different