Using Non-traditional Methods to Assess the Impact of Education on Student Perceptions of Police

• In Event: Considering Diversity, Retention and Employment prospects in Criminal Justice Education

Abstract

Students bring into the classroom, predisposed perceptions and attitudes about policing and police officers derived from stereotypical images presented by the media. These biases present a challenge for criminal justice professors, as they interfere with the ability of students to develop a realistic understanding of the field. It is hoped that exposure to course content results in more extensive and accurate knowledge of the nature of police work. Traditional methods of assessing student learning are ineffective tools to gauge the reconceptualization of perceptions of phenomena. This paper presents the findings of a pre- and post-test evaluation that utilized illustrations created by students of their perceptions of police officers and policing. Differences in the pre- and post-drawings existed between genders as well as among the academic ranks and majors of the student artists. Other differences included the nature of activity, representation of citizens, presence of accessories, and degree of violence. Results of multiple administrations of this exercise are discussed, along with the implications for student learning both within and beyond the classroom.

Authors

• Stephanie A. Whitus, Aurora University

• Kevin Walsh, Columbia Southern University