Juan Carlos González and Edwardo L. Portillos
This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White…
Abstract
This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.
Richard L. Dukes, Edwardo Portillos and Molly Miles
This paper aims to examine the process of citizen satisfaction with police service, so police can emphasize important aspects of service and maintain high satisfaction.
Abstract
Purpose
This paper aims to examine the process of citizen satisfaction with police service, so police can emphasize important aspects of service and maintain high satisfaction.
Design/methodology/approach
Citizens of Colorado Springs (n=3591) participated in one of four yearly surveys (2002‐2005) to test two structural equations models. One model used data from 2002‐2005 and latent variables of victimization, neighborhood safety, enough officers and police response to predict satisfaction with police service. A second model used data only from 2005 and 12 latent variables.
Findings
The five‐variable model fits the data very well (CFI=0.95). It did not vary from 2002 to 2005. The 12‐variable model explained the satisfaction process more completely but fits less well (CFI=0.91). Neither model varied by demographic characteristics of respondents.
Practical implications
Police should implement a process‐based model of service that emphasizes citizens' feelings of neighborhood safety and police response as important predictors of positive evaluations of service.
Originality/value
The paper offers insight into the factors that shape attitudes toward police (ATP, in particular satisfaction with police service) within an organization that has fully implemented community policing.
Details
Keywords
As a tenured associate professor whose career has engaged various social justice issues, this chapter discusses the collaborative and shared decision-making process used to found…
Abstract
As a tenured associate professor whose career has engaged various social justice issues, this chapter discusses the collaborative and shared decision-making process used to found and maintain basketball teams for seven years. The chapter also focuses on personal reflections of coaching club basketball as part of an auto-ethnography. The chapter explains the experiences that influenced a praxis focused on social justice as an attempt to infuse principles of equality and inclusiveness in opposition to harsh traditional coaching practices. Youth embraced an approach with little yelling, but some parents disapproved. Finally, this work discusses the limitations and successes of utilizing a social justice approach, including professional and health consequences.
Details
Keywords
The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on…
Abstract
The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on various perspective on discussing race in classroom. It is important to have a conversation about race in a “safe setting” to prepare our students for a diverse society and workforce.