California Community College Faculty Perspectives on Criminal Justice/Administration of Justice Programs

• In Event: The Roles of Identity, Belonging, and Relationships in Fostering Equitable Experiences in Diverse Learning Contexts

Abstract

Few studies have empirically explored community college faculty perspectives on criminal justice antiracist pedological reform and their methodologies for integrating critical perspectives into core curricula for criminal justice or administration of justice programs. While many studies indicated a need for critical perspectives that would challenge systems of oppression and domination, the viewpoint was from private or public four-year universities and not community colleges (Frederick, 2012; Britto & Reimund, 2013; Giacopassi & Blankenship, 1991). Furthermore, extensive research is centered upon graduate and doctoral degree programs (Frederick, 2012; Rounds et al, 1995). This study will focus on California Community College faculty and their perspective on criminal justice antiracist pedological reform through the lens of critical race theory and critical criminology.

Author

• Reagen Taylor O'Neil Dozier, Porterville College