Police Recruit Receptivity to Research

• In Event: Police Perceptions and Attitudes

Abstract

Evidence-based crime policy has emerged as an important emphasis in policing. Based on the premise that science should be a part of governance, evidence-based policing involves generating, translating, institutionalizing, and re-evaluating empirical knowledge regarding police practices. Unfortunately, there are many challenges to implementing an evidence-based approach. While there is much to be gained, ineffective translation threatens the effective use of an evidence-based framework in policing. Despite rigorous research in some realms of policing, survey research finds a disconnect between practitioner beliefs and research findings regarding what works in policing. The police academy presents the first structured learning opportunity police have to be introduced to evidence-based policing practices. Its instruction is meant to prepare recruits to be successful police officers. This success is tied to knowledge regarding the outcomes of police interventions. To what extent are incoming recruits aware of evidence-based practices in policing? How does this knowledge change as a result of their academy instruction? Using survey responses from 415 recruits across four cohorts in two police academies, this research examines police recruits awareness of several police practices that have been empirically examined both upon entry to and graduation from the police academy.

Authors

• Jordan Nichols, George Mason University

• Cynthia Lum, George Mason University