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“Race Matters”. Critique a given scenario utilizing the concepts presented in class. Assess a given scenario and formulate an action plan consistent with.

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Presentation on theme: "“Race Matters”. Critique a given scenario utilizing the concepts presented in class. Assess a given scenario and formulate an action plan consistent with."— Presentation transcript:

1 “Race Matters”

2 Critique a given scenario utilizing the concepts presented in class. Assess a given scenario and formulate an action plan consistent with the concepts presented in class.

3 We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of happiness.

4 Constructs of a civilized society, by those in authority Vested interest in status quo Law enforcement are agents of the government

5 A term that describes the way government and other public and private institutions systematically afford the majority class an array of social, political and economic advantages, simply because they are a member of the majority class, while marginalizing and putting at a disadvantage the minority class. Photo from

6 Era of “Jim Crow” 1877 to mid-1960s Plessy v. Ferguson (1896) 3,440 known lynchings of black men and women from 1882 to 1968

7 Photograph from Bettman/Corbis One-half of lynchings involved police participation 9 out of 10 of the remaining lynchings officers either condone or “wink” at the action From 1898 to 1943 in almost every race riot, police sided with the attackers by actual participation or failing to act

8 to 1967 more than 400 State laws, Constitutional amendments, and city ordinances legalizing discrimination were passed ALL states except Hawaii passed laws discriminating against ALL minority groups including African Americans, Asians, and Native Americans

9 Prior to 1899 there was no separate justice system for juveniles Juveniles prior to 1899 were treated the same as others within the criminal justice system

10 Chicago Reform Movement-1899 Identify cause and administer rehabilitation Varied from criminal justice system in language of proceedings and rights Until the United States Supreme Court’s review in the mid-1960s there was no major review of the system

11 the Juvenile Justice Delinquency Prevention Act 1974 the Juvenile Justice Delinquency Prevention Act Outlined core protections Outlined core protections Required states to remove noncriminal status offenders from secure custody Required states to remove noncriminal status offenders from secure custody Amendments included: Amendments included: Sight and sound separation Sight and sound separation Removal from adult jails Removal from adult jails Disproportionate confinement issues Disproportionate confinement issues

12 Photo from: _jail_0320.jpg 51 Individual systems Each has varying: Case processing procedures Jurisdictions Correctional methods

13 In 2008 received 4,896 status offense complaints In 2008 received 38,901 delinquency complaints

14 Fundamentally soundSimple and straightforwardDescriptive vs. Prescriptive

15 1. Define Problem 2. Identify Objectives 2. Identify Objectives 3. Identify Solutions and Alternatives 3. Identify Solutions and Alternatives 4. Evaluate Consequences 4. Evaluate Consequences 5. Make Decision 6. Implement Decision 6. Implement Decision 7. Evaluate Decision 7. Evaluate Decision

16 Difference between Expected/Desired and Actual How the problem is defined determines causes and where to look for available solutions

17 Objectives are the desired outcomes Directly related to the defined problem Short-term is immediate and specific Long-term is persistent and broad Decision point within the system may affect identified objectives

18 Solutions/alternatives are directly influenced by prior steps Be open to new options No less than three (3) solutions Ideally all solutions should be identified Realistically, five (5) solutions should be considered

19 Identify positive and negative aspects of each solution/alternative Limit personal perceptions, biases, and predispositions Evaluate the probability of the desired result More facts means it is more likely the desired outcome will be realized

20 Steps one through four may be assessed differently based on stakeholder’s interest Interests may be competing with multiple stakeholders

21 Action itself is the first real tangible step toward the desired outcome.

22 Evaluation of the decision and outcome is the bridge to the next decision Focus should be on whether the desired outcome is realized Has the desired outcome changed or are there more options now, thus resulting in the need for the cycle to begin again?

23 Is the decision consistent with policies and procedures? Is the decision acceptable according to applicable laws and regulations? Does it conform to universal principles and values? EPIC is a good acronym to use for universal values: Empathy, Patience, Integrity, and Courage Does the decision meet my personal definition of right, good, and fair?

24 Critique a given scenario utilizing the concepts presented in class. Assess a given scenario and formulate an action plan consistent with the concepts presented in class.

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