CRIMINAL JUSTICE SYSTEM: DIVERSITY ISSUES

CRJU 365

OFFICE HOURS :
2:00-3:00 T&TH
Others by appointment

Dr. B. Abdul-Ra’uf
CHBS - Office# 5027
Main: 831-6148
email: bbabdulr@radford.edu

Credits: (3)
Location: Online

Regular Course

Instructional Method: Readings, Film and Discussion Board - Day-to-day (assignment due
dates are listed in the assignment folder

Prerequisites: CRJU 100, and SOCY 110; declared major or minor in Criminal Justice or
enrollment in the Women’s Studies Program, or permission of the instructor.

Official Course Description: Provides an overview of gender, race, and ethnicity issues and
relates it to criminal justice. Major emphasis is placed on developing a student understanding of
cross-cultural variation; feminist thought and its impact on justice; and the effects that gender
and race have on the lives of people within the context of contemporary issues of justice. This
course may be used to meet requirements for the minor in Women’s Studies.
Goals and Objectives of the Course:
Having successfully completed this course, the student will be able to:
1) Develop an understanding of the evolution of race as well as an understanding of historical
issues pertaining to women in the criminal justice system.
2) Demonstrate a sensitivity to social class, gender, and race differences and the broad range of
social problems that presently confront our criminal justice system.
3) Demonstrate the ability to communicate orally to the extent that the student can present ideas
within a group setting or part of a group panel.
4) Demonstrate the ability to communicate ideas and thoughts through writing exercises.

What is this course about?

This course will enhance your ability to uncover, synthesize and defend conclusions based on
relevant information involving the principles, often unwritten, on which many social laws are
based and those issues confronting the criminal justice system today. Learning about diversity,
the first half of this course, examines the development of racial-ethnic, class, and gender
identities and how people learn—through families, peers, and education-- about diversity and
inequality in society. An emphasis is placed on compelling issues such as the social geography
of race, and the socialization to resist racism and other forms of discrimination. This course is
not about how European Americans treat other groups. The second part of this course examines
gender and race as they relate to the Criminal Justice System.
There is a major emphasis on developing an understanding of the following:
a). the scope of cross cultural variation
b). varieties of feminist thought and its impact on justice
c). the effects that cultural differences have on the lives of people within the context of
contemporary issues of justice, and;
d). the ability to present ideas, facts and feelings in a coherent and logical manner.
Expectations
At the successful completion of this course, you should be able to:

· Make discoveries, synthesize and defend conclusions in writing based on relevant

information involving social justice issues presently confronting the criminal justice system.
· Participate in a world where communities continue to change, connect and rely on each
other.
· Respect cultural similarities and differences
· Become more aware of inherent racism and how to work effectively to address racism
in the criminal justice system.
· Recognize and accept that others have a unique perspective shaped by their history and
geography.
· Engage on a continuous basis in examining attitudes and perspectives as related to
diverse groups of people.
· Respect varieties of feminist thought and recognize their impact on justice.

· Identify critical issues and perspectives found in the relevant criminal justice and
associated literature, and relay it in a coherent and logical manner
· Analyze and defend conclusions based on relevant information involving social justice
issues presently confronting the criminal justice system.
· Discuss problems, causes, and possible solutions found in the
relevant criminal justice literature
· Demonstrate effective written and communication to include grammar, spelling and
organization
· Demonstrate research skills to obtain Criminal Justice literature
Weekly Objectives
· Identify the problem as identified by the author
· Identify the primary causes of the problem as identified by the author
· Identify all solutions as identified by the author
· Demonstrate proper use of grammar and spelling.

Job Reference
As you apply for positions in criminal justice or related agencies, or perhaps graduate school,
think of what you will want me and your other professors to say (if asked), about your work ethic
in this course (perhaps during an interview by background investigators, potential employers, or
graduate schools).
ASSIGNMENTS AND GRADING:
The course is structured with, readings, discussions, Book Summary, exams and
film. Some readings are assigned from Samuel Walker’s “The Color of Justice.” You must
write a general overview of the 10 chapters that you are required to read from Samuel
Walker’s text of no less than 6 pages each week. Six is the minimum page
number. Completion of the minimum page length does not guarantee an exceptional
evaluation of the paper.

Other readings are 10 essays from the Coramae Mann textbook. Each week you will read
at least one essay from the 10 assigned from the Mann book that will be covered
throughout the semester. Readings can be found in the course schedule found in the
Syllabus and Other Resources module. You will find those topics in your modules. From
your reading(s), you are to respond to four questions based on what has been termed as a
PROBLEM BASED LEARNING MODEL. From a series of four questions, you will begin
a thread on the Discussion Board for each essay listed in the reading, and reply to two (2)
others. Express your ideas, facts and feelings in a coherent and logical manner. The 10
essays serve as a frame of reference and historical context. Historical context is what you
should keep in mind as you read these essays, because much of the Discussion Board
contributions will come from these essays, as well as the films that are listed. This course
requires that you interact effectively within various contexts.

Each member of the class is required to participate in the essay discussions; therefore, each
student must keep up with the assigned readings. If you get behind in your reading, simply
do not read; you may not do well in this course.

Your PROBLEM BASED LEARNING discussion board responses must be of superior

quality in order to receive the maximum 20 points per essay

EXAM:
There is one exam. It will be administered during Final Exam week. The material on the
exam will come from both text, Walker and Mann. The exam will be administered May 6-
7. You will have 2 days to take the exam. The exam date and time is also listed in a
module. The exam will begin at 8:00 a.m. on May 6 and end at 11:00 p.m. on May
7. Please save your exam in Word. You will be able to access the exam during those
dates. Make sure that you save it to a word document. You should place your completed
exam in the designated section of the Assignment Folder. You will be able to work on your
exam within those dates and time periods.

FINAL PAPER
You are required to present a scholarly Book Summary paper at the end of the semester
based on your text reader. Alexander, Michelle, Cornel West (Introduction). (2012). The
New Jim Crow. The New Press.
4 pages minimum.
Due April 24, 2019
Book Summary
Due April 24, 2019
ASSESSMENT
Exam 20%
Discussion Board Post 10%
Written overview of Walker’s chapters 35%
Book Summary Paper 35%

Grading Scale:
100-90 A
89-80 B
79-70 C
69-60 D
Below 60 F

REQUIRED TEXT

Mann, Coramae Richey and Majorie S. Zatz (2006) Images of Color: Images of
Crime. Roxbury Publishing

Walker, Samuel, Cassia Spohn, Miriam Delone. (2012) The Color of Justice:
Race Ethnicity, and Crime in America. Wadsworth.

Alexander, Michelle, Cornel West (Introduction). (2012). The New Jim Crow.
The New Press.

Film Titles:

SKIN
ETHNIC NOTIONS
AS LONG AS THE GRASS SHALL GROW AND THE RIVERS FLOW
BEYOND REEL
FREEDOMLAND

Discussion of short video clips

Book Summary Due: Wednesday, April 24, @11:30 p.m.

Final exam begins May 6 at 8:00 am, and ends

Tuesday, May 7 at 11:00 pm.
The exam is to be taken online and deposited in the Assignment folder.

General Information:
Appropriate discussion board behavior is expected at all times. This course may challenge many
of your preconceived ideas about race matters (this course is not about how European Americans
treat other groups), as well as gender issues, but you are expected to discuss the issues
presenting your ideas, facts and feelings in a coherent and logical manner. Keeping up with
the readings and/or referring to the literature will enhance your ability to do so.

HONOR CODE
Cheating on exams and/or plagiarism will result in a failing grade. Please remember to consult
the following websites:
Academic Integrity/Honor Pledge – See Standards of Student Conduct, which is where the
academic integrity standards are now listed (in sections D1-D9 and F4). That’s online
at: (http://www.radford.edu/content/dam/departments/administrative/policies/StudentAffairsPoli
ciesandProcedures/SA-ST-1300_StandardsofStudentConduct_FINAL.pdf

· You are required to participate in all discussions board post, and to complete all
assignments. Late submissions will not be accepted. If accepted late submissions will result in
point deductions from your submission, and no extra credit opportunities.

· In some cases, the graduate may assist with grading. If you communicate via email
with him, please be courteous to him.

· Incomplete grades will be given only if most of the work has been completed and there
is a good reason for not being able to complete the course on schedule. A signed contract
detailing what is to be done, and by when, will be required before an incomplete grade can be
assigned.

Radford University’s Center for Accessibility Services (CAS).

If you are a student with special needs, please contact me early in the course so appropriate
supports can be addressed.
Students seeking academic accommodations under the Americans with Disabilities Act must
register with Radford University’s Center for Accessibility Services (CAS). The policies
regarding students with disabilities may be found at
http://www.radford.edu/content/cas/home.html. You may also contact the CAS office.
CAS Contact Information
Website: www.radford.edu/cas
Phone: 540-831-6350
Email: cas@radford.edu
Center for Diversity and Inclusion “envisions Radford University as a multicultural institution
that provides a forward thinking and progressive approach to social justice and equality.” Heth
Hall 157, 831-5765, diverse@radford.edu

The Harvey Knowledge Center (HKC) provides writing assistance to students who need to
strengthen their academic skills. Location: 4th floor McConnell
Library. www.radford.edu/hkc. Appointments can be made by accessing Starfish or calling 540
831 7704.

Military Resource Center helps military students (veterans, active duty, reservists, and
dependents) to access all of the campus resources available and provides study space, transition
counseling, and tutoring. 100 Calhoun Hall, military@radford.edu, 540-831-5002.

Office of Diversity and Equity, 314B Tyler Place, 2nd Floor, 831-5307
To report an instance of harassment or sexual
assault: http://www.radford.edu/content/diversity-equity/home/title-ix-reporting.html

Safe Zone at Radford University is a collaborative effort among students, staff, and faculty to
secure trustworthy allies and supportive, safe spaces on campus for students who are lesbian,
gay, bisexual, transgendered, and questioning. Safe-Zone trained allies can be found across the
campus and community, just look for the Safe Zone sticker.

Substance Abuse and Violence Educations Services (SAVES): provides education,

counseling, advocacy and support for students dealing with substance abuse or sexual violence.
SAVES will also help you to help a friend who is struggling with substance abuse or is a victim
or survivor of sexual assault, dating violence, or stalking. Heth Hall, Room 215, 831-5709
www.radford.edu/saves

Student Counseling Services can help with adjusting to college life, relationship or family
concerns, anxiety, depression, eating disorders, and many other issues you may experience,
including how to help a friend who is struggling. Tyler Hall Basement, 831-5226
www.radford.edu/content/student-counseling/home/faq.html

Writing Center located in CHBS 4800 (above Starbucks), offers help to CORE101 and
CORE102 students for any writing assignment for any course. One-on-one sessions with a
writing consultant are available every day beginning Monday, September 25 (hours TBA). To
make an appointment, login to MyRU, click on Academics, and click on Writing Center, or stop
by CHBS 4800 during open hours.

Grade Appeals
Students must begin a grade appeal process by contacting the professor in an attempt to resolve
the disagreement in an informal and cooperative atmosphere. This discussion should take place
within the first ten class days after the beginning of the following semester (unless the next
semester is a summer session, in which case the "next semester" is interpreted as fall semester).
If the student and instructor cannot, after consultation, reach a satisfactory resolution within the
first ten class days from the beginning of the following semester, the student may begin the
formal grade appeal process.

Formal Appeal Process

1. Following the failure to reach resolution through the informal grade appeals process and not
later than the 15th class day of the semester, the student must complete the Notice of Intent to
Formally Appeal a Grade form. The forms are available in department offices, Deans’ Offices,
Advising Centers, the Registrar’s Office, and the Office of the Dean of Students. Students can
also complete the Notice of Intent to Formally Appeal a Grade form online, print it and initiate
the process by submitting the form to the chair of the department in which the course is offered.

Decisions reached through the formal appeal process are final and may not be appealed.