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Race, Crime and Law Preparations

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Created: June 22, 2003
Latest Update: November 25, 2004

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Site Teaching Modules CRMJ/SOCA 365: Race, Crime and Law
Week 13: Minority Youth and Crime
You will be held accountable for purposes of grading for the readings and exercises listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition, you will find detailed explanations and examples on our grading policies in the first week's reading.

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Week 13 Week of November 21, 2004

    Note: No Class on Friday, November 26th - Thanksgiving Break

    Friday, December 3rd, 11 a.m. (central time) - The Final Absolute Deadline

  • Topic: Race and Corrections

  • Preparatory Readings:
    --- Fellman. Rambo and the Dalai Lama. entirety
    --- Kennedy. Race, Crime and the Law. afterword.
    --- Walker, et. al The Color of Justice. ch. 10.
    --- Documentary, "---" (to be shown in class).
    --- Guest Lecturer: Probation/Parole Officer

  • Links to Lecture Notes

    new "Freeing the Dominant Discourse" - Work with CSUDH students on a collaborative hypertext poem.

    new State Juvenile Justice Profiles

    Gordon Fellman related materials on the Dear Habermas site.

  • Lecture: in class

  • Concepts:
    • the juvenile justice system vs. the criminal justice system
    • status offense
    • juveniles waived into adult court
    • disproportionate minority confinement
    • youth gangs
    • juveniles as offenders
    • juveniles as victims
    • "child savers"
    • parens patriae

  • Discussion Questions:
    1. Describe the characteristics of juvenile victims of crime. Are they similar to or different from the characteristics of adult victims of crime? [Walker, p. 351]
    2. There is a common perception that the typical juvenile offender is a person of color. Is this an accurate perception? [Walker, p. 351]
    3. What explains the fact that juveniles of color have higher rates of contact with the police than white youth do? [Walker, p. 351]
    4. Why is there greater potential for racial discrimination in the juvenile justice system than in the adult justice system? [Walker, p. 351]

  • Ideas and Suggestions for Creative Measures

  • Recommended Readings:
    • Barry Feld. Bad Kids: Race and the Transformation of Juvenile Court.
    • Ralph Ellison. Manchild from a Promised Land.
    • Richard Wright . Black Boy.
    • Malcolm X. The Autobiography of Malcolm X.
    • Geoffrey Canada. Fist, Stick, Knife, Gun.
    • Paul Beatty. White Boy Shuffle.
    • Luis Rodriguez. Always Running: La Vida Loca, Gang Days in L.A.
    • Danny Santiago. Famous All Over Town.
    • Mary Crow Dog. Lakota Woman.
    • Jeanne Wakatsuki Houston. Farewell to Manzanar.

    • Martha Minow. Between Vengeance and Forgiveness.
    • Bishop Desmond Tutu. No Future Without Forgiveness.
    • Kenneth Culp Davis. Discretionary Justice.
    • The 9-11 Commission Report
    • Alfie Kohn. No Contest. The Case Against Competition. Alfie Kohn's website
    • Thomas Kuhn. Structure of Scientific Revolutions.
    • Jurgen Habermas. Between Facts and Norms.
    • Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.

  • Interesting Links:

  • Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, June 2003.
    "Fair use" encouraged.