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The study examined rural police culture in one Kansas police agency.

This study used a qualitative ethnographic approach using in-depth interviews and non-participant observations to construct and interpret the culture of rural police through the lens of officers working in one rural police agency.

Five themes were found that described the complexities rural police officers face at this research site, including the law being at the center of officers’ actions, the nature of crime, officers serving as jack of all trades, community relationships and enforcement of crimes by teenagers, and how outside pressures from the community and increased concern for citizens' safety affect officers' daily lived experiences.

There is a dearth of scholarly literature addressing rural and small-town policing. This study is the first known qualitative study to be conducted on rural Kansas police, allowing a snapshot of the workings of rural Kansas police.

Studies a large midwestern police agency to find out whether female applicants failed the physical ability test more often than male applicants, whether the tasks were job related or whether there was violation of the “four‐fifths” rule of the Equal Employment Opportunity Commission, and whether the test measured critical tasks. Finds that the test has an adverse effect on women and is not job related.

Police‐training is an important tool in the process of facilitating change within police organizations. With the further implementation of community‐oriented policing strategies in US police agencies, training becomes a critical centerpiece. Traditionally, the majority of subjects in the police‐training environment have been taught utilizing behavioral approaches which may not be effective when teaching an evolving police curriculum which has been implemented under the axiom of community‐policing. Trainers have also relied heavily on teacher‐centered approaches when teaching both neophyte and veteran police. Authorities who train police might benefit from a more student‐centered instructional format. This manuscript examines incorporating the theory of andragogy into police‐training and identifies particular characteristics about the learning transaction in the police‐training classroom. Given the theory‐to‐practice gap that haunts police‐training authorities, andragogy holds much promise in closing this gap.

The purpose of this case study was to investigate the learning strategies of police officers. Participants were 80 police officers serving in a Midwestern police agency. Of these, 49 were assigned to patrol duties and 31 were assigned to community oriented policing duties. Each participant completed the “Assessing the Learning Strategies of Adults” (ATLAS) instrument. When individual variables were examined in describing learning strategies among police officers, no significant differences were found using both chi‐square and a one‐way ANOVA. A multivariate discriminant analysis produced a recognizable discriminant function, and three variables met the criteria to be included in the interpretation of the meaning of the discriminant function. Predominately, male police officers prescribed to the learning strategy traits that are desired in community oriented policing. Police officers who ascribed to the learning strategies which are more congruent with traditional policing were slightly younger than the officers who ascribed to the learning strategy appropriate for community policing. Furthermore, more females in this study ascribed to learning strategies more related to traditional policing.

This study examined the consequences of training on organizations. With data collected from 464 U.S. law enforcement agencies, training effects were explored in terms of crime control performance and sworn officers' resignation in regression analysis. According to the findings, training did not significantly improve crime control performance and police officers tended to stay in current organizations when they received a longer training. This study also found that law enforcement agencies in large cities tended to require longer training hours for their police officers.

The widespread acceptance of community policing necessitates the need for training of recruits into its philosophy and practices. We provide a suggested curriculum for such training after describing its three basic premises. This is followed by discussions of the rationale for the curriculum, and a promising training method that can be used in its implementation. All of the above are summarized in our conclusion.

This qualitative study seeks to gather rich, narrative data from police officers on the social environment of law enforcement classrooms and the classroom experiences valued most by law enforcement officers.

The study used interview data from a focus group, as well as individual interviews.

Data revealed one predominant theme, students' preference for adult education practices, and four distinct subthemes: engagement, practicality, affiliation, and efficiency. That is, officers valued courses that were interesting and engaging, were applicable to their everyday duties and responsibilities, provided opportunities for social interaction, and were presented efficiently. These subthemes or classroom preferences support the primary study finding that the students preferred adult education practices in their classrooms. The interviews revealed, however, that actual law enforcement classrooms do not always accommodate these preferences or foster the preferred classroom environment.

Such findings, which should be supplemented with additional qualitative studies as well as quantitative surveys, may be informative for classroom design and instructional planning in the law enforcement setting.

There is a dearth of research on officers' opinions about adult education in the law enforcement arena.

Prior research established several important influences on the representation of women in policing, using a variety of secondary and primary data. The purpose of this paper is to examine how experimental manipulation of online recruitment materials impacts potential applicants.

The study relied on a census of 11 criminal justice courses taught at a public university, asking students to respond to an experimental vignette instrument (n=174). The 3×2 experimental vignette involved manipulation of two variables: the identification of recruits with diversity language (“individuals,” “women and men” or “a diverse group of individuals”) and mention or absence of discussion of physical fitness requirements.

Results largely run counter to prior research concerning women in policing, with women actually indicating increased probability of providing their contact information when encountering vignettes with physical fitness requirements.

This study demonstrates that small manipulations of recruitment content can have significant and gendered impact on potential applicants. This paper provides a foundation for empirical study of how changes in online recruitment materials impact a variety of relevant outcomes relating to applicant behaviors.

The militarization of police has garnered great attention in recent decades. Bolstered by the wars on drugs and terrorism, police agencies have been receiving military weapons and equipment since the 1033 Program was authorized by the Department of Défense. A recent American Civil Liberties Union investigation on police raids found that militarization has occurred with almost no oversight. They studied more than 800 paramilitary raids and found that almost 80% were for ordinary law enforcement purposes like serving search warrants in people’s homes; only 7% were for genuine emergencies, such as barricade or hostage situations. Most compelling, the raids disproportionately targeted people of color. This chapter traces the history of police militarization in America, and how it has targeted and adversely affected minority communities.

The purpose of this paper is to provide a comprehensive literature review of empirical studies that have examined perceptions and attitudes of the police across various racial and ethnic groups. The specific focus aimed to highlight if minorities perceive the police differently compared to their white counterparts.

A systematic literature search of various academic databases (Criminal Justice Abstracts, EBSCO Host, Web of Science, etc.) was conducted. Searches on Google Scholar were also conducted to locate empirical articles that are presently forthcoming in academic journals.

The meta-review identified 92 studies that matched the selection criteria. The majority of the studies focussed on black/white, non-white/white, and black/Hispanic/white comparisons. Overall, individuals who identified themselves as black, non-white, or minority were more likely to hold negative perceptions and attitudes toward the police compared to whites. This finding held regardless of the measures used to operationalize attitudes and various dependent variables surrounding the police. Hispanics tended to have more positive views of the police compared to blacks, yet more negative views than whites.

The present study provided a systematic literature search of studies that were included in two prior reviews (i.e. Decker, 1985; Brown and Benedict, 2002), but also updated the literature based on research that was conducted after 2002. Different exclusion restrictions were also used in the current study compared to earlier research. These restrictions add to the originality/value of the present meta-review in light of current events in the media which have focussed on minority perceptions of the police.