Transcript Juvenile Minority Sensitivity Training - Race Matters

“Race Matters”
 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.
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.
http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg
 Constructs of
a
civilized society, by
those in authority
 Vested interest in
status quo
 Law enforcement
are agents of the
government
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 http://bigmikescience.files.wordpress.com/2008/07/help-wanted-jim-crow.jpg
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
http://www.frsd.k12.nj.us/jplmc/library_misc/teachers/jim_crow.jpg
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
http://media.photobucket.com/image/we%20hold%20these%20truths%20to%20be%20self%20evident/lifeisverygood/flag.jpg Photograph from Bettman/Corbis
 1865 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
http://static.howstuffworks.com/gif/civil-rights-movement-3.jpg
 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
http://www.splcenter.org/images/dynamic/main/pipeline285liss.jpg
 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
 1974 the Juvenile Justice Delinquency
Prevention Act
 Outlined core protections
 Required states to remove noncriminal
status offenders from secure custody
 Amendments included:
 Sight and sound separation
 Removal from adult jails
 Disproportionate confinement issues
http://www.blogtalkradio.com/pics/hostpics/bd449c1c-b5cf-4481-be54-ab63c8e71507Behind%20Bars%20Prisoner%20cu.jpg
51 Individual systems
 Each has varying:
 Case processing
Photo from:
http://img.timeinc.net/time/daily/2009/0903/juvenile
_jail_0320.jpg
procedures
 Jurisdictions
 Correctional
methods
 In 2008 received 38,901
delinquency complaints
 In 2008 received 4,896
status offense complaints
http://newsblog.projo.com/archives/ceevacuation.jpg
Fundamentally sound
Simple and straightforward
Descriptive vs. Prescriptive
1. Define Problem
7. Evaluate
Decision
6.
Implement
Decision
2. Identify
Objectives
3. Identify Solutions
and Alternatives
5. Make Decision
4. Evaluate
Consequences
Difference between
Expected/Desired
and Actual
How the problem is
defined determines
causes and where to
look for available
solutions
 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
 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
 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
Steps one through
four may be assessed
differently based on
stakeholder’s
interest
Interests may be
competing with
multiple
stakeholders
Action itself is the
first real tangible
step toward the
desired outcome.
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?
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?
 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.