Helen Taylor Greene

Female police officers in Texas: Perceptions of colleagues and stress

The purpose of this study is to examine the perceptions of Texas female police officers toward their colleagues. Further, the study measures respondents’ perceptions regarding work‐related stress. An independent sample t‐test analysis was conducted while controlling for the percentage of female officers working at participating Texas law enforcement agencies. Overall, the findings suggest that the percentage of female officers employed in a particular law enforcement agency did not produce a statistically significant impact on respondents’ perceptions of their male/female counterparts or stress‐related issues.

Pedagogical reconstruction: Incorporating African-American perspectives into the curriculum

(1995). Pedagogical reconstruction: Incorporating African-American perspectives into the curriculum. Journal of Criminal Justice Education: Vol. 6, No. 1, pp. 85-104.

Still Excluded? An Update on the Status of African American Scholars in the Discipline of Criminology and Criminal Justice

This article reexamines the exclusion of African Americans in the discipline of criminology and criminal justice. Young and Sulton raised this issue in their important article that focused on the role of African American scholars in various aspects of the field. The article revisits several areas investigated in the original article, including the integration of African American scholarship in assorted scholarly outlets, race of editorial board members of the major criminal justice journals, race of grant recipients, use of African American criminologists as experts for media stories, and as consultants in the policymaking process. In addition, the authors’ analysis examines criminology and criminal justice programs at historically Black colleges and universities. The results from these analyses show moderate progress within the past decade. Nevertheless, the authors conclude that in the next decade, much more needs to be accomplished in many of the areas examined to facilitate the integration of African Americans in criminology and criminal justice and to ensure that gains that have been made are not lost.

African American scholarship in criminological research published in the 1990s: A content analysis

This article presents findings from an ongoing study of the integration of African American scholarship into the discipline of criminology. The focus here is on the presence of African American contributions in theoretical research appearing in criminology and criminal justice journal articles published during the 1990s. Eighteen percent (109) of the 615 articles identified were theoretical. Forty one percent (45) of the theoretical articles appeared between 1992–1994, and 59% (64) appeared between 1996–1998. Fifty two percent (57) of theoretical articles included African American scholarship. African American scholars were included in 51% (23) of the earlier theoretical articles and 53% (34) of the articles during the latter period. These findings suggest that pedagogical reconstruction is underway, but scholars still need to consider the non-traditional perspectives advanced by African Americans.

A MULTI-FACETED ANALYSIS OF THE AFRICAN AMERICAN PRESENCE IN JUVENILE DELINQUENCY TEXTBOOKS PUBLISHED BETWEEN 1997 AND 2000

ABSTRACT This paper presents findings from an ongoing study of the integration of African American perspectives into criminology and criminal justice courses. Content analysis is used to examine the African American presence in the leading juvenile delinquency textbooks published between 1997 and 2000. We examine the inclusion of African American scholarship, the portrayal of African Americans, and interpretations of African American youth involvement in delinquency. While some African American scholarship was present in all the texts, many of the contributions of criminologists were excluded. In most texts, portrayals of African Americans were more negative than positive. In some of the texts a wide variety of explanations were presented in discussions of African American delinquency. The authors conclude that, in the future, authors of juvenile delinquency textbooks should consider more closely the depictions of African American youth in their texts and augment the inclusion of African American perspectives.

Included? The Status of African American Scholars in the Discipline of Criminology and Criminal Justice Since 2004

This article provides a re-examination of the progress of African Americans in criminology/criminal justice doctoral programs since 2004. It focuses on African-American faculty, their scholarly research, and involvement in professional associations. Recent trends in African Americans enrolled in doctoral programs also are analyzed. Findings indicate that the representation of African-American faculty and doctoral students in criminology and criminal justice programs has increased although both continue to be under-represented in programs at predominantly white institutions. Evidence of increases in their contributions to the body of knowledge and service to professional associations was notable. The article concludes with strategies and recommendations for ensuring that inclusion continues to matter in the next decade.

Room for All? Comparing Criminology and Sociology Completion Rates Across Sex, Race, and Degree Level

This article presents findings based on an alternative to the Association of Doctoral Programs in Criminology & Criminal Justice data that allowed for examining the intersection of sex and race among criminology and criminal justice (CJ) and sociology program completers at the Bachelor’s, Master’s, and doctoral level. Five years’ worth of data from the Integrated Postsecondary Education Data System revealed that, on average, 85% of students who completed a doctoral degree in criminal justice were white, but only 74% of students who completed a doctoral degree in sociology were white. The average percentage of CJ degree completions accounted for by black Americans and Latinos also decreased by 9 and 15%, respectively, from the Bachelor’s level to the doctoral level. We discuss the need for universities to invest in student and faculty diversity, and conclude by highlighting the importance of building strong partnerships between predominantly white and minority-serving institutions.

Community‐oriented policing in Virginia

This study examines community policing in Virginia. The methodology included (1) a telephone survey to identify programs and (2) questionnaires mailed to police agencies with community policing, and serving populations over 100,000. Information was collected to examine community policing, and departmental influence on both program strategies and community involvement. The nine programs identified had varying strategies, features, and activities. Most reported permanent assignment of officers in neighbourhoods, problem solving, and foot patrol. Neighbourhood substations were less common. Although not significant, a correlation was found between departmental commitment to community policing and community involvement. Policy implications of the study are also presented.