case study format in criminology

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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6 Chapter 6: Qualitative Research in Criminal Justice

Case study: exploring the culture of “urban scrounging” 1.

Research Purpose

To describe the culture of urban scrounging, or dumpster diving, and the items that can be found in dumpsters and trash piles.

Methodology

This field study, conducted by Dr. Jeff Ferrell, currently a professor of sociology at Texas Christian University, began in 2002. In December of 2001, after resigning from an academic position in Arizona, Ferrell returned home to Fort Worth, Texas. An avid proponent for and participant in field research throughout his career, he decided to use the next eight months, prior to the 2002 academic year beginning, to explore a culture in which he had always been interested, the urban underground of “scrounging, recycling, and secondhand living” (p. 1). Using the neighborhoods of central Fort Worth as a backdrop, Ferrell embarked, often on his bicycle, into the fife of a dumpster diver. While he was not completely homeless at the time, he did his best to fully embrace the lifestyle of an urban scrounger and survive on what he found. For this study, Ferrell was not only learning how to survive off of the discarded possessions of others, he was systematically recording and describing the contents of the dumpsters and trash piles he found and kept. While in the field, Ferrell was also exploring scrounging as a means of economic survival and the social aspects of this underground existence. A broader theme of Ferrell’s research emerged as he encountered the number and vast array of items he found discarded in trash piles and dumpsters. This theme concerns the “hyperconsumption” and “collective wastefulness” (pp. 5–6) by American citizens and the environmental destruction created by the accumulating and discarding of so many material goods.

Results and Implications

Ferrell’s time spent among the trash piles and dumpsters of Fort Worth resulted in a variety of intriguing yet disturbing realizations regarding not only material excess but also social and personal change. While encounters with others were kept to a minimum, as they generally are for scroungers, Ferrell describes some of the people he met along the way and their conversations. Whether food, clothes, building materials, or scrap metal, the commonality was that scroungers could usually find what they were looking for among the trash heaps and alleyways. Throughout his book, Ferrell often focuses on the material items that he discovered while scrounging. He found so much, he was able to fill and decorate a home with perfectly good items that had been discarded by others, including the bicycle he now rides and a turquoise sink and bathtub. He found books and even old photographs and other mementos meant to document personal history. While discarded, these social artifacts tell the stories of society and often have the chance to find altered meaning when possessed by someone new.

Beyond the things found and people met, Ferrell discusses the boundary shift that has taken urban scrounging from deviant to criminal as lines are often blurred between public access and ownership. Not only do these urban scroungers face the stigma associated with their scrounging activities, those who dive in dumpsters and dig through trash piles can face criminal charges for trespassing. While this makes scrounging more challenging, due to basic survival or interest, the wealth of items and artifacts to be found are often worth the risk. Ultimately, Ferrell’s experiences as an urban scrounger provide not only a description of this subculture but also a critique on American consumption and wastefulness, a theme that becomes more important as Americans and others continue in economically tenuous times.

In This Chapter You Will Learn

To explain what it means for research to be qualitative

To describe the advantages of field research

To explain the challenges of field studies for researchers

To provide examples of field research in the social sciences

To discuss the case study approach

Introduction

In Chapter 2, you read about the differences between quantitative and qualitative methodologies. Whereas methods that are quantitative in nature focus on numerical measurements of phenomena, qualitative methods are focused on developing a deeper understanding regarding groups of people, or subcultures, about which little is known. Using detailed description, findings from qualitative research are generally more sensitizing, providing the research community and the interested public information about these generally elusive groups and their behaviors. A debate rages between criminologists as to which type of research should be achieved and referenced more often. The truth is that both have something valuable to offer regarding the study of deviance, crime, and victimization.

Field Research

Qualitative methodologies involve the use of field research, where researchers are out among these groups collecting information rather than studying participant behavior through surveys or experiments that have been developed in artificial settings. Field research provides some of the most fascinating reading because the researcher is observing closely or acting as part of the group and is therefore able to describe in depth not only the subjects’ behaviors, but also consider the motivations that drive their behaviors. This chapter focuses on the use of qualitative methods in the social sciences, particularly the use of participant observation to study deviant, and sometimes criminal, behaviors. The many challenges as well as advantages of conducting this type of research will be discussed as will well-known examples of past field research and suggestions for conducting this type of research. First, however, it is important to understand what sets qualitative field research apart from the other methodologies discussed in this text.

The Study of Behavior

It is common for criminal justice researchers to rely on survey or interview methodologies to collect data. One advantage of doing so is being able to collect data from many respondents in a short period of time. Technology has created other advantages with survey methodology. For example, Internet surveys are a convenient, quick, and inexpensive way to reach respondents who may or may not reside nearby. Researchers often survey community residents and university students, but may also focus specifically on offender or victim samples. One significant limitation of using survey methodologies is that they rely on the truthfulness of the respondents. If researchers are interested in attitudes and behaviors that may be illegal or otherwise controversial, it could be that respondents will not be truthful in answering the questions placed before them. Survey research has focused on past or current drug use (see the Monitoring the Future Program), past victimization experiences (see the National Criminal Victimization Survey), and prison sexual assault victimization (see the Prison Rape Elimination Act data collection procedures conducted by the Bureau of Justice Statistics), just to name a few. If a student uses marijuana but does not want anyone to know, they may choose to falsify their survey responses when asked about marijuana use. If a citizen or prison inmate has been sexually assaulted but is too ashamed or afraid to tell anyone, they may be untruthful when asked about such victimization experiences on a survey. The point is, although researchers attempt to better understand the attitudes and behaviors of a certain population through the use of surveys, there is one major drawback to consider: the disjunction between what people say and what they actually do. As mentioned previously, a student may be a drug user but not admit to it. Someone may be a gang member, but say they are not when asked directly about it. Someone may respond that they have never committed a crime or been victimized when in fact they have. In short, people sometimes lie and there are many potential reasons for doing so. Perhaps the offender or drug user has not yet been caught and does not want to be caught. Whatever the reason, this is a hazard of measuring attitudes and behaviors through the use of surveys. One way to overcome the issue of untruthfulness is to conduct research using various forms of actual participation or observation of the behaviors we want to study. By observing someone in their natural environment (or, “the field”), researchers have the ability to observe behaviors firsthand, rather than relying on survey responses. These research strategies are generally known as participant observation methods.

Types of Field Research: A Continuum

Participant observation strategies involve researchers studying groups or individuals in their natural setting. Think of participant observation as a student internship. Students may read about law enforcement in their textbooks and discuss law enforcement issues in class, but only through an internship with a law enforcement agency will a student have a chance to understand how things actually happen from firsthand observation. Field strategies were first developed for social science, and particularly crime, research in the 1920s by researchers working within the University of Chicago’s Department of Sociology. The “Chicago School,” as this group of researchers is commonly known, focused on ethnographic research to study urban crime problems. Emerging from the field of anthropology, ethnographic research relies on field research methodologies to scientifically examine human culture in the natural environment. Significant theoretical developments within the field of criminology, such as social disorganization, which focused on the impact of culture and environment, were advanced at this time. For example, researchers such as Shaw and McKay, Thrasher, and others used field research to study the activities of subcultures, particularly youth gangs, as well as areas of the city that were most impacted by crime. These researchers were not interested in studying these problems from afar. Instead, they were interested in understanding social problems, including the impact of environmental disintegration, from the field.

There are various ways to conduct field research, and these can be placed on a continuum from most to least invasive and also from more qualitative to more quantitative. In attempting to understand phenomena from the standpoint of the actors, a researcher may participate fully in the behaviors of the group or may instead choose to observe from afar as activities unfold. The most invasive, and also most qualitative, form of participant observation is complete participation. The least invasive, and also most quantitative, is complete observation. In between these two are participant as observer and observer as participant. Each of these strategies will now be discussed in more detail.

Complete participation, sometimes referred to as disguised observation, is a method that involves the researcher becoming a full-fledged member of a particular group. For example, if a researcher is interested in understanding the culture of correctional officers, she may apply to be hired on as a correctional officer. Once hired on, the researcher will wear the uniform and obtain firsthand experience working in a prison environment. To study urban gangs, a researcher may attempt to be accepted as a member or associate of the gang. In complete participation, the true identity of the researcher is not known to the members of the group. Therefore, they are ultimately just like any other member of the group under study. Not only will the researcher have the ability to observe the group from the inside, he can also manipulate the direction of group activity through participation or through the use of confederates. This method is considered the most qualitative because, as a complete participant, the researcher will be fully sensitized to what it is like to be a member of the group under study, and will fully participate in the group’s activities. The researcher can then share the information he has gathered on the group’s inner workings, motivations, and activities from the perspective of a group member.

Researchers utilizing the participant as observer method will also participate in the activities of the group under study. The difference between the complete participant strategy and participant as observer strategy is that in the participant as observer method, the researcher reveals herself as a researcher to the group. Her presence as a researcher is known. Accordingly, the researcher does not overtly attempt to influence the direction of group activity. While she does participate, the researcher is more interested in observing the group’s activity and corresponding behaviors as they occur naturally. So, if a researcher wanted to examine life as a homeless person, she might go to where a group of homeless persons congregate. The researcher would introduce herself as such but, if safe, stay one or many days and nights out with the homeless she meets in order to conduct observations and participate in group activities.

The third participant observation strategy is observer as participant. As with the participant as observer method, researchers using the observer as participant method reveal themselves to the group as a researcher. Here again, their presence as a researcher is known. What makes this strategy different from the first two is that the researcher does not participate in the group’s activities. While he may interact with the participants, he does not participate. Instead, the researcher is there only to observe. An example of this method would be a researcher who conducts “ride-alongs” in order to study law enforcement behavior during traffic stops. The researcher will interact with the officers, but he will not participate or even exit the car during the traffic stops being observed.

The least invasive participant observation strategy is complete observation. As you will learn in Chapter 7, this is a totally unobtrusive method; the research subjects are not aware that they are being observed for purposes of research. Think of a law enforcement officer being on a stakeout. These officers generally sit in unmarked vehicles down the street as they observe the movements and activities of a certain person or group of people. Researchers who are complete observers work much the same way. While being the least invasive, complete observation is also the least qualitative. Studying an individual or group from afar means that there is no interaction with that individual. Without this interaction, researchers are unable to gain a more sensitized understanding of the motivations of the group. This strategy is considered to be more quantitative because researchers must rely on counts of activities or movements. For example, if you are a researcher interested in studying how many drivers run a stop sign on campus, you may sit near the intersection and observe driver behavior. In collecting the data, you will count how many drivers make a complete stop, how many come to a rolling stop, and how many run the stop sign altogether. Now, although you may have these counts, you will not know why drivers stopped or not. It could be that one driver had a sick passenger who he was rushing to the hospital and that is why he did not come to a complete stop. As with most quantitative research, as a complete observer, questions of “why?” often go unanswered.

FIGURE 6.1 | Differences among Participant Observation Methods

Advantages and Disadvantages of Field Research by Method

As with any particular research method, there are advantages and disadvantages to conducting field research. Some of these are specific to the type of field research a researcher decides to conduct. One general advantage to participant observation methods is that researchers are able to study “hard to reach” populations. A disadvantage is that these groups may be difficult to study for a number of reasons. It could be that the group is criminal in nature, such as a youth gang, a biker gang, or the Mafia. While perhaps not criminal, the individual or group may be involved in deviant behaviors that they are unwilling to discuss even with people they know. An additional disadvantage is that there could be administrative roadblocks to conducting such research. If a researcher wants to understand the correctional officer culture but the prison will not allow the researcher to conduct the study, she may have to get hired on and conduct the research as a full participant. Examples of research involving each of these situations will be discussed later in this chapter.

Another challenge for field researchers is the ability to maintain objectivity. In Chapter 2, the importance of objectivity for scientific research was discussed. If data gathered is subjective or biased in some way, research findings will be impacted by this subjectivity and will therefore not be reflective of reality. While objectivity would be easier to maintain from afar, the closer a researcher becomes to a group and its members, the easier it may be to lose objectivity. This is true particularly for complete participants. For researchers who participate as members of the group under study, it may become difficult not to begin to identify with the group. When this occurs, and the researcher loses sight of the research goals in favor of group membership, it is called “ going native. ” This is a hazard of field research in which the researcher spends a significant amount of time, perhaps years, within a group. The researcher may begin to see things from the group’s perspective and therefore not be able to objectively complete the intended study. To balance this possible hazard of complete participation is the advantage of not having reactivity. Because the research subjects do not know they are being observed, they will not act any differently than they would under normal circumstances. Researchers therefore avoid the Hawthorne Effect when conducting field research as a complete participant.

There is the possibility that a researcher who incorporates the participant as observer strategy may also go native. Although his presence as a researcher is known, he is interacting with the group and participating in group activities. Therefore, it is possible he may begin to lose objectivity due to an attachment to or identification with the group under study. Whereas complete participants can avoid the Hawthorne Effect, participants as observers do not have this luxury. Even though these researchers may be participating in group activities, because their presence as a researcher is known, it can be expected that the group may in some way alter their behavior because they are being observed. An additional disadvantage to this strategy is that it may take time for a researcher to be accepted by group members who are aware of the researcher’s presence. If certain group members are uncomfortable with the researcher’s presence, they may make it difficult for the researcher to interact with other members or join in group activities.

Researchers on the observing end of the participant observation continuum face some similar and some unique challenges. Those who conduct observer as participant field studies will also face reactivity, or the Hawthorne Effect, because their presence as a researcher is known to the group under study. As in the ride-along example discussed previously, if a patrol officer knows she is being observed, she may alter her behavior in such a way that the researcher is not observing a realistic traffic stop. Additionally, these researchers may face difficulties gaining access or being accepted into the group under study, especially since they are there only to observe and not to participate with the group. In this case, the researcher may be ostracized even further by the group because she is not acting as one of them.

Researchers acting as complete observers to gather data on an individual or group are not limited by reactivity. Because the research subjects are unaware they are being observed, the Hawthorne Effect will not impact study findings. The advantage is that this method is totally unobtrusive, or noninvasive. The main disadvantage here is that the researcher is too far away to truly understand the group and their behaviors. As mentioned previously, at this point, the research becomes quite quantitative because the researcher can only observe and count movements and interactions from afar. Lacking in context, these counts may not be as useful in understanding a group as findings would be from the use of another participant observation method.

Costs One of the more important factors to consider when determining whether field research is the best option is the demand such research may place on a researcher. If you remember from the opening case study, Ferrell spent months in the field to collect information on urban scrounging. Researchers may spend weeks, months, and even years participating with and/or observing study subjects. Due to this, they may experience financial, personal, and sometimes professional costs. Time away from family and friends can take a personal toll on researchers. If the researcher is funding his own research or otherwise not able to earn a salary while undergoing the field study, he may suffer financially. Finally, also due to time away and perhaps due to activities that may be considered unethical, fieldwork can have a negative impact on a researcher’s career. While these demands are very real, past researchers have found ways to successfully navigate the world of field research resulting in fascinating findings and ultimately coming out unscathed from the experience.

Gaining Access Gaining access to populations of interest is also a difficult task to accomplish as these populations are often small, clandestine groups who generally keep out of the public eye. Field research is unlike survey research in that there is not a readily available list of gang members or dumpster divers from which you can draw a random sample. Instead, researchers often rely on the snowball sampling technique. If you remember from Chapter 3, snowball sampling entails a researcher meeting one or a handful of group members and receiving introductions to other group members from the initial members. One member leads you to the next, who then leads you to the next.

When gathering information as an observer as participant, a researcher should be straightforward and announce her intentions to group members immediately. It may be best to give a detailed explanation of her presence and purpose to group leaders or other decision-makers. If this does not happen, when the group does find out a researcher is in their presence, they may feel the researcher was trying to hide something. If the identity of the researcher is known, it is important that the researcher be a researcher, and that she not pretend to be one of the group, as this may also cause problems. It may be disconcerting to group members if an outsider thinks she is closer to the group than members are willing to allow her to be.

While complete participant researchers may be introduced to one or more members, this does not mean that they will be readily accepted as part of the group. This is true even if they are acting as full participants. There are some things researchers can do to increase their chances of being accepted. First, researchers should learn the argot, or language, of the group under study. Study subjects may have a particular way of speaking to one another through the use of slang or other vernacular. If a researcher is familiar with this argot and is able to use it convincingly, he will seem less of an outsider. It is also important to time your approach. A researcher should be aware, as much as possible, about what is happening in the group before gaining access. If a researcher is studying drug dealers and there was just a big drug bust or if a researcher is studying gangs and there was recently a fight between two gangs, it may not be the best time to gain access as members of these groups may be immediately suspicious of people they do not know.

Researchers often must find a gatekeeper in order to join a group. Gatekeepers are those individuals who may or may not know about the researcher’s true identity, who will vouch for the researcher among the other group members and who will inform the researcher about group norms, territory, and the like. Gatekeepers may lobby to have a researcher become a part of the group or to be allowed access to the place where the group gathers. While this is helpful for the researcher, it can be dangerous for the gatekeeper, especially if something goes wrong. If the researcher is attempting to be a full participant but her identity as a researcher is exposed, the gatekeeper may be held responsible for allowing the researcher in. This may be the case even if the gatekeeper was not aware of the researcher’s true identity. If a researcher does not want to enter the group himself, he may find an indigenous observer, or a member of the group who is willing to collect information for him. The researcher may pay or otherwise remunerate this person for her efforts as she will be able to see and hear what the researcher could not. A similar problem may arise, however, if this person is caught. There may be negative consequences to pay if it is found out that she is revealing information about the group. Additionally, the researcher must be careful when analyzing the information provided as it may not be objective, or may not even be factual at all.

Maintaining Objectivity Once a researcher gains access, there is another issue she must face. This is the difficulty of remaining an outsider while becoming an insider. In short, the researcher must guard against going native. Objectivity is necessary for research to be scientific. If a researcher becomes too familiar with the group, she may lose objectivity and may even be able to identify with and/or empathize with the group under study. If this occurs, the research findings will be biased and not an objective reflection of the group, what drives the group, and the activities in which the group members participate. For these reasons, it is not suggested that a researcher conduct field research among a group of which he is a member. If a researcher has been a member of a social organization for many years and is friends, or at least acquaintances, with many of the members, it would be very difficult for her to objectively study the group. The researcher may consider the group and the group’s activities as normal and therefore miss out on interesting relationships and behaviors. This is also why external researchers are often brought in to evaluate agency programs. If employees of that program are tasked with evaluating it, they may—consciously or not—design the study in such a way that findings are sure to be positive. This may be because they feel that a negative evaluation will mean an end to the program and ultimately an end to their jobs. Having such a stake in the findings of research is sure to impact the objectivity of the person tasked with conducting the study. While bringing in external researchers may ensure objectivity, these researchers face their own challenges. Trulson, Marquart, and Mullings 3 offer some tips for breaking in to criminal justice agencies, specifically prisons, as an external researcher. The first two tips pertain to obtaining access through the use of a gatekeeper. The third tip focuses on the development and cultivation of relationships within the agency in order to maintain access. The remaining tips describe how a researcher can make a graceful exit once the research project is completed while still maintaining those relationships, as well as building new ones, for potential future research endeavors.

❑ Tip #1: Get a Contact

❑ Tip #2: Establish Yourself and Your Research

❑ Tip #3: Little Things Count

❑ Tip #4: Make Sense of Agency Data by Keeping Contact

❑ Tip #5: Deliver Competent Readable Reports on Time

❑ Tip #6: Request to Debrief the Agency

❑ Tip#7: Thank Everyone

❑ Tip #8: Deal with Adversity by Planning Ahead

❑ Tip #9: Inform the Agency of Data Use

❑ Tip #10: Maintain Trust by Staying in for the Long Haul (pp. 477–478)

CLASSICS IN CJ RESEARCH

Youth Violence and the Code of the Street

Research Study

Based on his ethnography of African American youth living in poor, inner-city neighborhoods, Elijah Anderson 2 developed a comprehensive theory regarding youth violence and the “code of the street.” Anderson explains that, stemming from a lack of resources, distrust in law enforcement, and an overall lack of hope, aggressive behavior is condoned by the informal street code as a way to resolve conflict and earn respect. Anderson’s detailed description and analysis of this street culture provided much needed awareness regarding the context of African American youth violence. Like other research discussed in this chapter, these populations could not be sent an Internet survey or be surveyed in a classroom. The only way for Anderson to gain this knowledge was to go out to the streets and observe and interact with the youth himself. To do this, he conducted four years of field research in both the inner city and the more suburban areas of Philadelphia. During this time, he conducted lengthy interviews with youth and acted as a direct observer of their activities. Anderson’s research is touted for bringing attention to and understanding of inner-city life. Not only does he describe the “code of the street,” but, in doing so, he provides answers to the problem of urban youth violence.

Documenting the Experience Researchers must also decide how best to document their experiences for later analysis. There is a Chinese Proverb that states, “the palest ink is better than the best memory.” Applied here, researchers are encouraged to document as much as they can, as giving a detailed account of things that have occurred from memory is difficult. When taking notes, it is important for researchers to be as specific as possible when describing individuals and their behaviors. It is also important for researchers not to ignore behaviors that may seem trivial at the time, as these may actually signify something much more meaningful.

Particularly as a complete participant, researchers are not going to have the ability to readily pull out their note pad and begin taking notes on things they have seen and heard. Even careful note taking can be dangerous for a researcher who is trying to hide his identity. If a researcher is found to be documenting what is happening within the group, this may breed distrust and group members may become suspicious of the researcher. This suspicion may cause the group members to act unnaturally around the researcher. Even if research subjects are aware of the researcher’s identity, having someone taking notes while they are having a casual conversation can be disconcerting. This may make subjects nervous and unwilling to participate in group activities while the researcher is present. Luckily, with the advance of technology, documentation does not have to include a pen and a piece of paper. Instead, researchers may opt for audio and/or visual recording devices. In one-party consent states, it is legal for one person to record a conversation they are having with another. Not all states are one-party consent states, however, so researchers must be careful not to break any laws with their plan for documentation.

WHAT RESEARCH SHOWS: IMPACTING CRIMINAL JUSTICE OPERATIONS

Application of Field Research Methods in Undercover Investigations

Participant observation research not only informs criminal justice operations, but police and other investigative agencies use these methods as well. Think about an undercover investigation. While the purpose of going undercover for a law enforcement officer is to collect evidence against a suspect, the officer’s methods mirror those of an academic researcher who joins a group as a full participant. In the 1970s, FBI agent Joe Pistone 4 went undercover to obtain information about the Bonnano family, one of the major Sicilian organized crime families in New York at the time. Assuming the identity of Donnie Brasco, the jewel thief, Pistone infiltrated the Bonnano family for six years. Using many of the techniques discussed here—learning the argot and social mores of the group, finding a gatekeeper, documenting evidence through the use of recording devices—by the early 1980s, Pistone provided the FBI with enough evidence to put over 100 Mafioso in prison for the remainder of their lives. Many of you may recognize his alias, as Pistone’s experiences as an undercover agent were brought to the big screen with the release of Donnie Brasco, starring Johnny Depp. Depp’s portrayal of Pistone showed not only his undercover persona but also the difficulties he had maintaining relationships with his loved ones. Now, more than 30 years later, people are still interested in Pistone’s experiences as Brasco. As recently as 2005, the National Geographic Channel premiered Inside the Mafia, a series focused on Pistone’s experiences as Brasco. While this is a more well-known example of an undercover operation, undercover work goes on all the time. Whether making drug busts, infiltrating gangs or other trafficking organizations, or conducting a sting operation on one of their own, investigators employ many of the same techniques as field researchers rely upon.

Ethical Dilemmas for Field Researchers

As you can tell, field research poses unique complications for researchers to consider prior to and while conducting their studies. Ethical issues posed by field research, particularly field research in which the researcher’s identity is not known to research subjects, include the use of deception, privacy invasion, and the lack of consent. How can a researcher obtain informed consent from research subjects if she doesn’t want anyone to know research is taking place? Is it ethical to include someone in a research study without his or her permission? When the first guidelines for human subjects research were handed down, they caused a huge roadblock for field researchers. Later, however, it was determined that social science poses less risk to human subjects, particularly those being observed in their natural setting. Because it was recognized that the risk for harm was significantly less, field researchers were allowed to conduct their studies without conditions involving informed consent. The debate remains, however, as to whether it is truly ethical to conduct research on individuals without them knowing. A related issue is confidentiality and anonymity. If researchers are living among study subjects, anonymity is impossible. One way field researchers protect their subjects in this regard is through the use of pseudonyms. A pseudonym is a false name given to someone whose identity needs to be kept secret. In writing up their study findings, researchers will use pseudonyms instead of the actual names of study subjects.

Beyond the ethical nature of the research itself, field studies may introduce other ethical dilemmas for the researcher. For example, what if the researcher, as a participating member of a group, is asked to participate in an illegal activity? This may be a nonviolent activity like vandalism or graffiti, or it may be an activity that is more sinister in nature. Researchers, as full participants, have to decide whether they would be willing to commit the crime in question. After all, if caught and arrests are made, “I was just doing research,” will not be a justification the researcher will be able to use for his participation. Even if not a full participant, a researcher may observe some activity that is unlawful. The researcher will then have to decide whether to report this activity or to keep quiet about it. If a researcher is called to testify, there could be consequences for not cooperating. Depending on what kind of group is being studied, these dilemmas may occur more or less frequently. It is important that researchers understand prior to entering the field that they may have to make difficult decisions that like the research itself, could have great costs to them personally and professionally.

RESEARCH IN THE NEWS

Field Research Hits Prime Time

In 2009, CBS aired a new reality television series, Undercover Boss, 5 in which corporate executives go “undercover” to experience life as an employee of their company. Fully disguised, the executives are quickly thrown into the day-to-day operations of their workplaces. From the co-owner of the Chicago Cubs, to the CEO of Norwegian Cruise Line, to the mayor of Cincinnati, these executives conduct field research on camera to gain a better understanding of how their company, or city administration, runs from the bottom up. Often, they find hard-working, talented employees who are deserving of recognition, which is given as the episode comes to a close and the executive reveals himself and his undercover activities to his employees. Other times, they find employees that are not so good for business. Ultimately, the experience provides these executives with awareness they did not have prior to going undercover, and they hope to be able to utilize this knowledge to position their workplaces for continued success. Not only has this show benefited the companies and other workplaces profiled, with millions of viewers each week, it has certainly brought the adventures of field research into prime time.

Examples of Field Research in Criminal Justice

If you recall from Chapter 2, Humphreys’ Tea Room Trade is an example of field research. Humphreys participated to an extent, acting as a “watchqueen” so that he could observe the sexual activities taking place in public restrooms and other public places. Another study exploring clandestine sexual activity was conducted by Styles. 6 Styles was interested in the use of gay baths, places where men seeking to have sexual relationships with other men could have relatively private encounters. While Styles was a gay man attempting to study other gay men, at the outset his intention was to be a nonparticipant observer. Having a friend vouch for him, he easily gained access into the bath and began figuring out how to best observe the scene. After observing and conducting a few interviews, Styles was approached by another man for sexual activity. Although he was resolved to only observe, this time he gave in. From this point on, he began attending another bath and collecting information as a complete participant. Styles’ writing is informative, not only for the description regarding this group’s activity, but also for the discussion he provides about his travels through the world of field research, beginning as an observer and ending as a complete participant. His writing on insider versus outsider research resulted in four main reflections for readers to consider:

There are no privileged positions of knowledge when it comes to scrutinizing human group life;

All research is conditioned by value biases and factual preconceptions about the group being studied;

Fieldwork is a process of building up images from one’s biases, preconceptions, and new information, testing these images against one’s observations and the reports of informants, and accepting, modifying, or discarding these images on the basis of what one observes and what one has been told; and

Insider and outsider researchers will differ in the ways they go about building and testing their images of the group they study. (pp. 148–150)

Reviewing the literature, one finds that field researchers often choose sexual deviance as a topic for their field studies. Tewksbury and colleagues have researched gender differences in sex shop patrons 7 and places where men have been found to have anonymous sexual encounters 8 such as sex shop theaters. 9 Another interesting field study was conducted by Ronai and Ellis. 10 For this study, Ronai acted as a complete participant, drawing from her past as a table dancer and also gaining access as an exotic dancer in a Florida strip bar for the purpose of her master’s thesis research. Building on Ronai’s experiences and her interviews with fellow dancers, the researchers examined the interactional strategies used by dancers, both on the stage and on the floor, to ensure a night where the dancers were well paid for their services. In conducting these studies, these researchers were able to expose places where many are either unwilling or afraid to go, or perhaps afraid to admit they go.

In their study of women who belong to outlaw motorcycle gangs, Hopper and Moore 11 used participant observation methods as well as interviews to better understand the biker culture and where women fit into this culture. Moore provided access, as he was once a member and president of Satan’s Dead, an outlaw biker club in Mississippi. Like Styles, Hopper and Moore discuss the challenges of conducting research among the outlaw biker population. Having to observe quietly while bikers committed acts opposite to their personal values and not being able to ask many questions or give uninvited comments were just some of the hurdles the researchers had to overcome in order to conduct their study. The male bikers were, at the least, distrustful of the researchers, and the women bikers even more so. While these challenges existed, Hopper and Moore were able to ascertain quite a bit about the female experience as relates to their role in or among the outlaw biker culture.

Ferrell has been one of the most active field researchers of our time. He is considered a founder and remains a steadfast proponent of cultural criminology, 12 a subfield of criminology that examines the intersections of cultural activities and crime. Not only did he conduct the ethnography on urban scrounging discussed at the beginning of this chapter, he has spent more than a decade in the field studying subcultural groups who defy social norms. Crossing the United States, and the globe, Ferrell has explored the social and political motivations of urban graffiti artists, 13 anarchist bicycle group activists, and outlaw radio operators, 14 just to name a few. The research conducted by Ferrell, and others discussed here, has been described as edgework, or radical ethnography. This means that, as researchers, Ferrell and others have gone to the “edge,” or the extreme, to collect information on subjects of interest. Ferrell and Hamm 15 have put together a collection of readings based on edgework, as have Miller and Tewksbury. 16 While dangerous and wrought with ethical challenges, their research has shed light on societal groups who, whether by choice or not, often reside in the shadows.

Although ethnographers have spent years studying criminal and other deviant activities, field research has not been limited to those groups. Other researchers have sought to explore what it’s like to work in criminal justice from the inside. In the 1960s, Skolnick 17 conducted field research among police officers to better understand how elements of their occupation impacted their views and behaviors. He wrote extensively about the “working personality” of police officers as shaped by their occupational environment, including the danger and alienation they face from those they are sworn to protect, and the solidarity that builds from shared experiences. Beyond law enforcement, there have also been a variety of studies focused on the prison environment. When Ted Conover, 18 a journalist interested in writing from the correctional officer perspective, was denied permission from the New York Department of Correctional Services to do a report on correctional life, he instead applied and was hired on as an actual correctional officer. In Newjack: Guarding Sing Sing, Conover offers a compelling account of his journalistic field research, which resulted in a one-year stint as a corrections officer. From his time in training until his last days working in the galleries, Conover’s experiences provide the reader a look into the challenges faced by correctional officers, stemming not only from the inmates but the correctional staff as well.

Prior to Conover’s writing, Marquart was also interested in correctional work and strategies utilized by prison guards to ensure control over the inmate population. Specifically, in the 1980s, Marquart 19 examined correctional officials’ use of physical coercion and Marquart and Crouch 20 explored their use of inmate leaders as social control mechanisms. In order to conduct this field study, Marquart, with the warden’s permission, entered a prison unit in Texas and proceeded to work as a guard from June 1981 until January 1983. He was able to work in various posts within the institution so that he could observe how prison guards interacted with inmates. Marquart not only observed the prison’s daily routine, he examined institutional records, conducted interviews, and also developed close relationships with 20 prison guards and inmate leaders, or building tenders, whom he relied on for their insider knowledge of prison life and inmate control. Based on his fieldwork, Marquait shared his findings regarding the intimidation and physical coercion used by prison guards to discipline inmates. This fieldwork also provided a fascinating look into the building tender system that was utilized as a means of social control in the Texas prison system prior to that system being discontinued.

In the early 1990s, Schmid and Jones 21 used a unique strategy to study inmate adaptation from inside the prison walls. Jones, an offender serving a sentence in a prison located in the upper midwestern region of the United States, was given permission to enroll in a graduate sociology course focused on methods of research. This course was being offered by Schmid and led to collaborative work between the two men to study prison culture. They specifically focused on the experiences of first-time, short-term inmates. With Jones acting as the complete participant and Schmid acting as the complete observer, the pair began their research covertly. While they were aware of Jones’s meeting with Schmid for purposes of the research methods course in which he was enrolled, correctional authorities and other inmates perceived Jones to be just another inmate. In the 10 months that followed, Jones kept detailed notes regarding his daily experiences and his personal thoughts about and observations of prison life. Also included in his notes was information about his participation in prison activities and his communications with other similar, first-time, short-term inmates. Once his field notes were prepared, Jones would mail them to Schmid for review. Over the course of these letters, phone calls, and intermittent meetings, new observation strategies and themes began to develop based on the observations made by Jones. Upon his release from prison and their analyzing of the initial data, Jones and Schmid reentered the prison to conduct informed interviews with 20 first-time, short-term inmates. Using these data, Schmid and Jones began to write up their findings, which focused on inmate adaptations over time, identity transformations within the prison environment, 22 and conceptions of prison sexual assault, 23 among other topics. Schmid and Jones discussed how their roles as a complete observer and a complete participant allowed them the advantage of balancing scientific objectivity and intimacy with the group under study. The unfettered access Jones had to other inmates within the prison environment as a complete participant added to the unusual nature of this study yielding valuable insight into the prison experience for this particular subset of inmates.

Case Studies

Beyond field research, case studies provide an additional means of qualitative data. While more often conducted by researchers in other disciplines, such as psychology, or by journalists, criminologists also have a rich history of case study research. In conducting case studies, researchers use in-depth interviews and oral/life history, or autobiographical, approaches to thoroughly examine one or a few illustrative cases. This method often allows individuals, particularly offenders, to tell their own story, and information from these stories, or case studies, may then be extrapolated to the larger group. The advantage is a firsthand, descriptive account of a way of life that is little understood. Disadvantages relate to the ability to generalize from what may be an atypical case and also the bias that may enter as a researcher develops a working relationship with their subject. Most examples of case studies involving criminological subjects were conducted more than 20 years ago, which may be due to criminologists’ general inclination toward more quantitative research during this time period.

The earliest case studies focused on crime topics were conducted in the 1930s. Not only was the Chicago School interested in ethnographic research, these researchers were also among the first to conduct case studies on individuals involved in criminal activities. Shaw’s The Jack Roller (1930) 24 and Sutherland’s The Professional Thief (1937) 25 are not only the oldest but also the most well-known case studies related to delinquent and criminal figures. Focused on environmental influences on behavior, Shaw profiled an inner city delinquent male, “Stanley” the “jack roller,” who explained why he was involved in delinquent behavior, specifically the crime of mugging intoxicated men. Fifty years later, Snodgrass 26 updated Shaw’s work, following up with an elderly “Stanley” at age 70. Sutherland’s case study, resulting in the publication of The Professional Thief, was based on “Chic Conwell’s” account of his personal life and professional experience surviving off of what could be stolen or conned from others. The 1970s and 1980s witnessed numerous publications based on case studies. Researchers examined organized crime figures and families, 27 heroin addicts, 28 thieves, 29 and those who fence stolen property. 30 As with participant observation research, case studies have not been relegated to offenders only. In fact, more recently the case study approach has been applied to law enforcement and correctional agencies. 33 These studies have examined activities of the New York City Police Department, 34 the New Orleans Police Department’s response in the aftermath of Hurricane Katrina, 35 and Rhode Island’s prison system. 36

As with field research, the case study approach can provide a deeper understanding of individuals or groups of individuals, such as crime families, who live outside of the mainstream. Case studies inform us about the motivations for why individuals or groups behave the way they do and how those experiences or activities were either beneficial or detrimental for them. The same goes for agency research. One department or agency can learn from the experiences of another department or agency. With more recent research utilizing the case study approach, it could be that this methodology will be seen more often in the criminal justice literature.

Making Critical Choices as a Field Researcher

In conducting field studies, researchers often must make decisions that impact the viability of their research. Sometimes, researchers don’t make the best choices. In the 1990s, Dr. Ansley Hamid was an esteemed anthropologist, well-known for his field research focused on the drug subculture. 31 Based on his previous success as a researcher documenting the more significant trends in drug use and addiction, he, through his position as a university professor, was awarded a multimillion-dollar federal research grant to examine heroin use on the streets of New York. It was not long after the grant was awarded, however, that Hamid was accused of misusing the funds provided by the National Institute on Drug Abuse, even going so far as to use the funds to purchase heroin for his own use and the use of his research subjects. While the criminal charges were eventually dismissed, Hamid paid the ultimate professional price for his behavior, particularly his use of the drug, which was documented in his handwritten field notes. 32 As of 2003, the professor was no longer connected to John Jay College of Criminal Justice at the City University of New York. In fact, Hamid is no longer working in higher education at all due to the accusations and accompanying negative publicity. Instead, he owns a candle shop in a small Brooklyn neighborhood. He does not plan to stop researching and writing though. His book, Ganja Complex: Rastafari and Marijuana, was published in 2002. This case is a prime example of what can happen when researchers cross the boundary of objectivity. Hamid’s brief experience in the shoes of a heroin user led to his ultimate downfall as an objective and respected researcher.

Chapter Summary

Qualitative research strategies allow researchers to enter into groups and places that are often considered off limits to the general public. The methods and studies discussed here provide excellent examples of the use of field research to discover motivations for the development and patterns of behavior within these groups. These qualitative endeavors offer a unique look into the lives of those who may live or work on the fringes of modern society. As it would be nearly impossible to conduct research on these groups using methods such as experiments, surveys, and formal interviews, participant observation techniques extend the ability of researchers to study activities beyond the norm by participating with and observing subjects in their natural environment and later describing in detail their experiences in the field.

Critical Thinking Questions

1. What are the advantages to using a more qualitative research method?

2. Compare and contrast the four different participant observation strategies.

3. What must a researcher consider before conducting field research?

4. What did Styles learn about conducting research as an insider versus an outsider?

5. How has the case study approach been applied to criminal justice research?

case study: In-depth analysis of one or a few illustrative cases

complete observation: A participant observation method that involves the researcher observing an individual or group from afar

complete participation: A participant observation method that involves the researcher becoming a full-fledged member of a particular group; sometimes referred to as disguised observation

confederates: Individuals, who are part of the research team, used to speed up the events of interest when observations are being made

edgework: This refers to researchers going to the “edge,” or the extreme, to collect information on subjects of interest

ethnographic research: Relies on field research methodologies to scientifically examine human culture in the natural environment

field research: Research that involves researchers studying individuals or groups of individuals in their natural environment

gatekeeper: A person within the group under study whom the researcher can use to learn about and access the group

going native: A challenge to field research in which the researcher loses her identity as a researcher and begins to identify more with her role as a member of the group under study

Hawthorne Effect: Based on a study of worker productivity, this term refers to changes in behavior caused by being observed

indigenous observer: A person within the group under study who is willing to collect information about the group for compensation

journalistic field research: Field research conducted by journalists and used to write books or articles about a certain topic of interest

observer as participant: A participant observation strategy in which the researcher is known to the group and is only there to observe

oral/life history: Methods used to conduct case studies; similar to an autobiographical account

participant as observer: A participant observation strategy in which the researcher will participate with the group but his identity as a researcher is known

participant observation strategies: First used for social science in the 1920s, these are research methodologies that involve participation and/or observation with the group under study; there are four such strategies

pseudonym: A false name given to someone whose identity needs to be kept secret

reactivity: The problem of having research subjects change their natural behavior in reaction to being observed or otherwise included in a research study

1 Ferrell, J. (2006). Empire of scrounge: Inside the urban underground of dumpster diving, trash picking, and street scavenging. New York: New York University Press.

2 Anderson, E. (1999). Code of the street: Decency, violence, and the moral life of the inner city. New York: W.W. Norton & Co.

3 Trulson, C., J. Marquait, & J. Mullings. (2004). “Breaking in: Gaining entry to prisons and other hard-to-access criminal justice organizations.” Journal of Criminal Justice Education, 15(2), 451–478.

4 Lovgren, S. (2005, June 10). “FBI Agent ‘Donnie Brasco’ recalls life in the Mafia.” Retrieved March 7, 2012 from http://news.nationalgeographic.com/news/pf/34063528 .html.

5 See series website, http://www.cbs.com/shows /undercover_boss/.

6 Styles, J. (1979). “Outsider/insider: Researching gay baths.” Urban Life, 8(2), 135–152.

7 McCleary, R., & R. Tewksbury. (2010). “Female patrons of porn.” Deviant Behavior, 31, 208–223.

8 Tewksbury, R. (2008). “Finding erotic oases: Locating the sites of men’s same-sex anonymous sexual encounters.” Journal of Homosexuality, 55(1), 1–19.

9 Douglas, B., & R. Tewksbury. (2008). “Theaters and sex: An examination of anonymous sexual encounters in an erotic oasis.” Deviant Behavior, 29(1), 1–17.

10 Ronai, C. R., & C. Ellis. (1989). “Turn-ons for money: Interactional strategies of the table dancer.” Journal of Contemporary Ethnography, 18, 271–298.

11 Hopper, C. B., & J. Moore. (1990). “Women in outlaw motorcycle gangs.” Journal of Contemporary Ethnography, 18(4), 363–387.

12 Ferrell, J., & C. Sanders (Eds.). (1995). Cultural criminology. Boston: Northeastern University Press.

13 Ferrell, J. (1996). Crimes of style: Urban graffiti and the politics of criminality. Boston: Northeastern University Press.

14 Ferrell, J. (2002). Tearing down the streets: Adventures in urban anarchy. New York: Palgrave Mcmillan.

15 Ferrell, J., & M. Hamm (Eds.). (1998). Ethnography at the edge: Crime, deviance, and field research. Boston: Northeastern University Press

16 Miller, J., & R. Tewksbury (Eds.). (2001). Extreme methods: Innovative approaches to social science research. Boston: Allyn & Bacon.

17 Skolnick, J. (1966). Justice without trial: Law enforcement in a democratic society. New York: Wiley & Sons.

18 Conover, T. (2000). Newjack: Guarding Sing Sing. New York: Random House, Inc.

19 Marquart, J. (1986). “Prison guards and the use of physical coercion as a mechanism of prisoner control.” Criminology, 24(2), 347–366.

20 Marquart, J. & B. Crouch. (1984). “Coopting the kept: Using inmates for social control in a southern prison.” Justice Quarterly, 1(4), 491–509.

21 Schmid, T. J., & R. S. Jones. (1993). “Ambivalent actions: Prison adaptation strategies of first-time, short-term inmates.” Journal of Contemporary Ethnography, 21(4), 439–463.

22 Schmid, T. J., & R. S. Jones. (1991). “Suspended identity: Identity transformation in a maximum security prison.” Symbolic Interaction, 14, 415–432.

23 Jones, R. S., & T. J. Schmid. (1989). “Inmates’ conceptions of prison sexual assault.” Prison Journal, 69, 53–61.

24 Shaw, C. (1930). The jack-roller. Chicago: University of Chicago Press.

25 Sutherland, E. (1937). The professional thief. Chicago: University of Chicago Press.

26 Snodgrass, J. (1982). The jack-roller at seventy: A fifty year follow-up. Lexington, MA: D.C. Heath.

27 Abadinsky, H. (1983). The criminal elite: Professional and organized crime. Wesport, CT: Greenwood Press.; Anderson, A. (1979). The business of organized crime. Stanford: Hoover Institution Press.; Ianni, F., & E. Reuss-Ianni. (1972). A family business: kinship and social control in organized crime. New York: Russell Sage.

28 Agar, M. (1973). Ripping and running: A formal ethnography of urban heroin users. New York: Seminar Press.; Rettig, R., M. Torres, & G. Garrett. (1977). Manny: A criminal addict ’ s story. Boston: Houghton Mifflin.

29 Chambliss, W. (1972). Boxman: A professional thief ’ s journal, with Harry King. New York: Harper and Row.; King, H., & W. Chambliss. (1984). Harry King: A professional thief ’ s journal. New York: Wiley.

30 Klockars, C. (1974). The professional fence. New York: Free Press; Steffensmeier, D. (1986). The fence: In the shadow of two worlds. Totowa, NJ: Rowman and Littlefield.

31 Forero, J. (1999, November, 1). “Charges unravel drug-use scholar’s career.” The New York Times Archives. Retrieved March 7, 2012 from http://www.nytimes .com/1999/11/01/nyregion/charges-unravel-drug-use-scholar-s-career.html?pagewanted=print&src=pm.

32 Smallwood, S. (2002, October 25). “Crossing the line: A heroin researcher partakes and pays the price.” The Chronicle of Higher Education. Retrieved March 7, 2012 from http://chronicle.com/article /Crossing-the-Line/2839.

33 Travis, L. III (1983). “The case study in criminal justice research: Applications to policy analysis.” Criminal Justice Review, 8, 46–51.

34 Eterno, J. (2003). Policing within the law: A case study of the New York City Police Department. Westport, CT: Praeger.

35 Wigginton, M. (2007). “The New Orleans police emergency response to Hurricane Katrina: A case study.” A Dissertation completed for the University of Southern Mississippi.

36 Carroll, L. (1998). Lawful order: A case study of correctional crisis and reform. New York: Garland.

Applied Research Methods in Criminal Justice and Criminology by University of North Texas is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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A Guide to Writing in Criminal Justice and Criminology with 2020 APA Update

Psychology in Everyday Life

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A Guide to Writing in Criminal Justice and Criminology, part of the Writer’s Help Guidebook Series, offers writing and research support for students writing in the discipline. This compact yet comprehensive guidebook provides the value students want with the essential instruction they need to get their writing tasks completed successfully. Students will find advice on how to think, read, research, design and write papers, projects and presentations like a criminal justice professional or criminologist. Coverage includes the following topics, all focused on the specific needs of writers in criminal justice or criminology: Writing process Conventions in the discipline Integrating and evaluating sources Documentation style required in the discipline--with plenty of models Sample student writing

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Stephen A. Bernhardt

Stephen A. Bernhardt is Professor of English and the Andrew B. Kirkpatrick Chair in Writing at the University of Delaware, where he teaches composition, grammar, and technical writing. His professional interests include computers in composition/distance education, writing across the curriculum, professional and technical communication, and visual rhetoric. He has also taught at New Mexico State University and at Southern Illinois University. The author of many journal articles and technical reports, Bernhardt is also the author of Writing at Work (1997) and coeditor of Expanding Literacies: English Teaching and the New Workplace (1998). Bernhardt designed the research plan and reworked content for Writers Help .

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Nancy Sommers , who has taught composition and directed composition programs for thirty years, now teaches in Harvard’s Graduate School of Education. She led Harvard’s Expository Writing Program for twenty years, directing the first-year writing program and establishing Harvard’s WAC program. A two-time Braddock Award winner, Sommers is well known for her research and publications on student writing. Her articles “Revision Strategies of Student and Experienced Writers” and “Responding to Student Writing” are two of the most widely read and anthologized articles in the field of composition. Recently she has been exploring different audiences through blogging and through publishing in popular media. Sommers is the lead author on Hacker handbooks, all published by Bedford/St. Martin’s, and is coauthor of Fields of Reading , Tenth Edition (2013).

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Crime, Justice, and the American Legal System: Case Study Preparation

Throughout the term students prepared three case studies in order to engage with information on the american legal system..

Up to two of the case studies could be replaced by multimedia projects.  The case studies were discussed in lectures and sections, and the multimedia projects are presented in the final lecture, allowing for students to regularly showcase their hard work. For both projects, students had to complete the course reading in order to propose a topic that engaged course scholarship and themes. 

There is a detailed handout describing how to create case studies.  In short, a case study examines a real life situation and includes three components:  (1) Part A--a detailed factual background section that raises (but does not resolve) several significant questions/dilemmas in the case; (2) Part B--a follow up factual section explaining what subsequently occurred and how the questions/dilemmas were actually addressed; and (3) Part C--a final analytical section contextualizing the case study in light of course themes and theories, while substantively engaging and citing course readings.  Multimedia projects are unstructured and open ended, but must be approved in advance by the course staff.  Examples are shown to students early in the term.

Prior to the first submission deadline, the instructor presented an earlier student case study in lecture so students understood the structure and pedagogical objectives of the case studies.  Part A was distributed to students to read in class (much as is done at the Business School, for example).  After reading Part A, students debated the dilemma presented and how they feel the protagonist should proceed.  Part B is then distributed in class and it describes what decision(s) the protagonist actually made and the ramifications of that/those decisions.  Students then discuss and debate what occurred, and how it connects to course theories and themes.  With respect to multimedia projects, many are video documentaries and are shown in class followed by a structured discussion by the course instructor.

With respect to case studies, students are given a word processing template so that all output is uniform (similar to case studies produced by the business, law and government professional schools).  Students often prepare the case studies with a combination of text, photos and graphs/charts.  Prior examples were both discussed in class and made available online for students to use as a reference.  For multimedia projects, most students created videos that incorporated person-to-person interviews with correctional officials, police officers, business owners, fellow students, community organizers, public defenders, etc--and these interviews were edited along with voice-overs and other video clips and still images to create compelling presentations.  Other students presented their multimedia presentations live, some utilizing powerpoints and even one student performing in class an anti-death penalty song (that she wrote) in the form of a traditional protest folk ballad.  Other students have created fictitious television programs and even a children's book harnessing course themes.  All multimedia projects must be accompanied by a short essay contextualizing the project, citing course scholarship and themes.

For case studies, students researched unique topics (students must write on different topics from one another), some of which are publicly known and others that are known only from the student's own personal experience.  Students must not only find compelling cases to analyze, but they must engage in the pedagogical exercise of finding a strong "dilemma" or "decision point" in the story that could be debatable in class.  This is more difficult than it appears, as the break between Part A and Part B cannot simply be a break in the action; the break must present a compelling and controversial dilemma that is likely to create an excellent and robust class discussion.  The best case studies are chosen by the instructor and then distributed in class (anonymously), and discussed--both in terms of the criminological questions raised, but also the pedagogical strength of the case study's construction.  With respect to multimedia projects, at least 5 minutes of every project is presented in class (either "live" by the student or through video), and then the instructor provides constructive feedback for the students.  In past years students have also provided constructive feedback both in class and on iSite (online).

The goal of the case studies is for students to (1) research a relevant, real life case that illustrates course themes and theories; (2) analyze a real life fact scenario not only for course themes, but also for classroom pedagogical potential in terms of the dilemma and issues presented for discussion/debate; and (3) to analyze (in Part C of the case study) the case selected by substantively engaging course scholarship, forcing students to move beyond merely descriptive assignments and to develop their own opinions and views, contextualized by course themes and readings.  For the multimedia projects, students are encouraged to explore their passions and think "outside the box" in exploring a criminological topic in a media format that speaks to them.  While most students use video format for interviewing key stakeholders, others have created songs, children's books, advocacy pieces, fictitious television episodes, fictitious magazines/tabloid front pages, and even music videos.  The over-arching goal of these projects is to illustrate how the course themes can be intensely (and engagingly) relevant to students--and our society.

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• Responses to Private Sector Corruption
• Preventing Private Sector Corruption
• Collective Action & Public-Private Partnerships against Corruption
• Transparency as a Precondition
• Detection Mechanisms - Auditing and Reporting
• Whistle-blowing Systems and Protections
• Investigation of Corruption
• Introduction and Learning Outcomes
• Brief background on the human rights system
• Overview of the corruption-human rights nexus
• Impact of corruption on specific human rights
• Approaches to assessing the corruption-human rights nexus
• Human-rights based approach
• Defining sex, gender and gender mainstreaming
• Gender differences in corruption
• Theories explaining the gender–corruption nexus
• Gendered impacts of corruption
• Anti-corruption and gender mainstreaming
• Manifestations of corruption in education
• Costs of corruption in education
• Causes of corruption in education
• Fighting corruption in education
• Core terms and concepts
• The role of citizens in fighting corruption
• The role, risks and challenges of CSOs fighting corruption
• The role of the media in fighting corruption
• Access to information: a condition for citizen participation
• ICT as a tool for citizen participation in anti-corruption efforts
• Government obligations to ensure citizen participation in anti-corruption efforts
• Teaching Guide
• Brief History of Terrorism
• 19th Century Terrorism
• League of Nations & Terrorism
• United Nations & Terrorism
• Terrorist Victimization
• Exercises & Case Studies
• Radicalization & Violent Extremism
• Preventing & Countering Violent Extremism
• Drivers of Violent Extremism
• International Approaches to PVE &CVE
• Regional & Multilateral Approaches
• Defining Rule of Law
• UN Global Counter-Terrorism Strategy
• International Cooperation & UN CT Strategy
• Legal Sources & UN CT Strategy
• Regional & National Approaches
• International Legal Frameworks
• International Human Rights Law
• International Humanitarian Law
• International Refugee Law
• Current Challenges to International Legal Framework
• Defining Terrorism
• Criminal Justice Responses
• Treaty-based Crimes of Terrorism
• Core International Crimes
• International Courts and Tribunals
• African Region
• Inter-American Region
• Asian Region
• European Region
• Middle East & Gulf Regions
• Core Principles of IHL
• Categorization of Armed Conflict
• Classification of Persons
• IHL, Terrorism & Counter-Terrorism
• Relationship between IHL & intern. human rights law
• Limitations Permitted by Human Rights Law
• Derogation during Public Emergency
• Examples of States of Emergency & Derogations
• International Human Rights Instruments
• Regional Human Rights Instruments
• Extra-territorial Application of Right to Life
• Arbitrary Deprivation of Life
• Death Penalty
• Enforced Disappearances
• Armed Conflict Context
• International Covenant on Civil and Political Rights
• Convention against Torture et al.
• International Legal Framework
• Key Contemporary Issues
• Investigative Phase
• Trial & Sentencing Phase
• Armed Conflict
• Case Studies
• Special Investigative Techniques
• Surveillance & Interception of Communications
• Privacy & Intelligence Gathering in Armed Conflict
• Accountability & Oversight of Intelligence Gathering
• Principle of Non-Discrimination
• Freedom of Religion
• Freedom of Expression
• Freedom of Assembly
• Freedom of Association
• Fundamental Freedoms
• Definition of 'Victim'
• Effects of Terrorism
• Access to Justice
• Recognition of the Victim
• Human Rights Instruments
• Criminal Justice Mechanisms
• Instruments for Victims of Terrorism
• National Approaches
• Key Challenges in Securing Reparation
• Topic 1. Contemporary issues relating to conditions conducive both to the spread of terrorism and the rule of law
• Topic 2. Contemporary issues relating to the right to life
• Topic 3. Contemporary issues relating to foreign terrorist fighters
• Topic 4. Contemporary issues relating to non-discrimination and fundamental freedoms
• Module 16: Linkages between Organized Crime and Terrorism
• Thematic Areas
• Content Breakdown
• Module Adaptation & Design Guidelines
• Teaching Methods
• Acknowledgements
• 1. Introducing United Nations Standards & Norms on CPCJ vis-à-vis International Law
• 2. Scope of United Nations Standards & Norms on CPCJ
• 3. United Nations Standards & Norms on CPCJ in Operation
• 1. Definition of Crime Prevention
• 2. Key Crime Prevention Typologies
• 2. (cont.) Tonry & Farrington’s Typology
• 3. Crime Problem-Solving Approaches
• 4. What Works
• United Nations Entities
• Regional Crime Prevention Councils/Institutions
• Key Clearinghouses
• Systematic Reviews
• 1. Introduction to International Standards & Norms
• 2. Identifying the Need for Legal Aid
• 3. Key Components of the Right of Access to Legal Aid
• 4. Access to Legal Aid for Those with Specific Needs
• 5. Models for Governing, Administering and Funding Legal Aid
• 6. Models for Delivering Legal Aid Services
• 7. Roles and Responsibilities of Legal Aid Providers
• 8. Quality Assurance and Legal Aid Services
• 1. Context for Use of Force by Law Enforcement Officials
• 2. Legal Framework
• 3. General Principles of Use of Force in Law Enforcement
• 4. Use of Firearms
• 5. Use of “Less-Lethal” Weapons
• 6. Protection of Especially Vulnerable Groups
• 7. Use of Force during Assemblies
• 1. Policing in democracies & need for accountability, integrity, oversight
• 2. Key mechanisms & actors in police accountability, oversight
• 3. Crosscutting & contemporary issues in police accountability
• 1. Introducing Aims of Punishment, Imprisonment & Prison Reform
• 2. Current Trends, Challenges & Human Rights
• 3. Towards Humane Prisons & Alternative Sanctions
• 1. Aims and Significance of Alternatives to Imprisonment
• 2. Justifying Punishment in the Community
• 3. Pretrial Alternatives
• 4. Post Trial Alternatives
• 5. Evaluating Alternatives
• 1. Concept, Values and Origin of Restorative Justice
• 2. Overview of Restorative Justice Processes
• 3. How Cost Effective is Restorative Justice?
• 4. Issues in Implementing Restorative Justice
• 1. Gender-Based Discrimination & Women in Conflict with the Law
• 2. Vulnerabilities of Girls in Conflict with the Law
• 3. Discrimination and Violence against LGBTI Individuals
• 4. Gender Diversity in Criminal Justice Workforce
• 1. Ending Violence against Women
• 2. Human Rights Approaches to Violence against Women
• 3. Who Has Rights in this Situation?
• 4. What about the Men?
• 5. Local, Regional & Global Solutions to Violence against Women & Girls
• 1. Understanding the Concept of Victims of Crime
• 2. Impact of Crime, including Trauma
• 3. Right of Victims to Adequate Response to their Needs
• 4. Collecting Victim Data
• 5. Victims and their Participation in Criminal Justice Process
• 6. Victim Services: Institutional and Non-Governmental Organizations
• 7. Outlook on Current Developments Regarding Victims
• 8. Victims of Crime and International Law
• 1. The Many Forms of Violence against Children
• 2. The Impact of Violence on Children
• 3. States' Obligations to Prevent VAC and Protect Child Victims
• 4. Improving the Prevention of Violence against Children
• 5. Improving the Criminal Justice Response to VAC
• 6. Addressing Violence against Children within the Justice System
• 1. The Role of the Justice System
• 2. Convention on the Rights of the Child & International Legal Framework on Children's Rights
• 3. Justice for Children
• 4. Justice for Children in Conflict with the Law
• 5. Realizing Justice for Children
• 1a. Judicial Independence as Fundamental Value of Rule of Law & of Constitutionalism
• 1b. Main Factors Aimed at Securing Judicial Independence
• 2a. Public Prosecutors as ‘Gate Keepers’ of Criminal Justice
• 2b. Institutional and Functional Role of Prosecutors
• 2c. Other Factors Affecting the Role of Prosecutors
• Basics of Computing
• Global Connectivity and Technology Usage Trends
• Cybercrime in Brief
• Cybercrime Trends
• Cybercrime Prevention
• Offences against computer data and systems
• Computer-related offences
• Content-related offences
• The Role of Cybercrime Law
• Harmonization of Laws
• International and Regional Instruments
• International Human Rights and Cybercrime Law
• Digital Evidence
• Digital Forensics
• Standards and Best Practices for Digital Forensics
• Reporting Cybercrime
• Who Conducts Cybercrime Investigations?
• Obstacles to Cybercrime Investigations
• Knowledge Management
• Legal and Ethical Obligations
• Handling of Digital Evidence
• Digital Evidence Admissibility
• Sovereignty and Jurisdiction
• Formal International Cooperation Mechanisms
• Informal International Cooperation Mechanisms
• Data Retention, Preservation and Access
• Challenges Relating to Extraterritorial Evidence
• National Capacity and International Cooperation
• Internet Governance
• Cybersecurity Strategies: Basic Features
• National Cybersecurity Strategies
• International Cooperation on Cybersecurity Matters
• Cybersecurity Posture
• Assets, Vulnerabilities and Threats
• Vulnerability Disclosure
• Cybersecurity Measures and Usability
• Situational Crime Prevention
• Incident Detection, Response, Recovery & Preparedness
• Privacy: What it is and Why it is Important
• Privacy and Security
• Cybercrime that Compromises Privacy
• Data Protection Legislation
• Data Breach Notification Laws
• Enforcement of Privacy and Data Protection Laws
• Intellectual Property: What it is
• Types of Intellectual Property
• Causes for Cyber-Enabled Copyright & Trademark Offences
• Protection & Prevention Efforts
• Online Child Sexual Exploitation and Abuse
• Cyberstalking and Cyberharassment
• Cyberbullying
• Gender-Based Interpersonal Cybercrime
• Interpersonal Cybercrime Prevention
• Cyber Organized Crime: What is it?
• Conceptualizing Organized Crime & Defining Actors Involved
• Criminal Groups Engaging in Cyber Organized Crime
• Cyber Organized Crime Activities
• Preventing & Countering Cyber Organized Crime
• Cyberespionage
• Cyberterrorism
• Cyberwarfare
• Information Warfare, Disinformation & Electoral Fraud
• Responses to Cyberinterventions
• Framing the Issue of Firearms
• Direct Impact of Firearms
• Indirect Impacts of Firearms on States or Communities
• International and National Responses
• Typology and Classification of Firearms
• Common Firearms Types
• 'Other' Types of Firearms
• Parts and Components
• History of the Legitimate Arms Market
• Need for a Legitimate Market
• Key Actors in the Legitimate Market
• Authorized & Unauthorized Arms Transfers
• Illegal Firearms in Social, Cultural & Political Context
• Supply, Demand & Criminal Motivations
• Larger Scale Firearms Trafficking Activities
• Smaller Scale Trafficking Activities
• Sources of Illicit Firearms
• Consequences of Illicit Markets
• International Public Law & Transnational Law
• International Instruments with Global Outreach
• Commonalities, Differences & Complementarity between Global Instruments
• Tools to Support Implementation of Global Instruments
• Other United Nations Processes
• The Sustainable Development Goals
• Multilateral & Regional Instruments
• Scope of National Firearms Regulations
• National Firearms Strategies & Action Plans
• Harmonization of National Legislation with International Firearms Instruments
• Assistance for Development of National Firearms Legislation
• Firearms Trafficking as a Cross-Cutting Element
• Organized Crime and Organized Criminal Groups
• Criminal Gangs
• Terrorist Groups
• Interconnections between Organized Criminal Groups & Terrorist Groups
• Gangs - Organized Crime & Terrorism: An Evolving Continuum
• International Response
• International and National Legal Framework
• Firearms Related Offences
• Role of Law Enforcement
• Firearms as Evidence
• Use of Special Investigative Techniques
• International Cooperation and Information Exchange
• Prosecution and Adjudication of Firearms Trafficking
• Teaching Methods & Principles
• Ethical Learning Environments
• Overview of Modules
• Module Adaption & Design Guidelines
• Table of Exercises
• Basic Terms
• Forms of Gender Discrimination
• Ethics of Care
• Case Studies for Professional Ethics
• Case Studies for Role Morality
• Additional Exercises
• Defining Organized Crime
• Definition in Convention
• Similarities & Differences
• Activities, Organization, Composition
• Thinking Critically Through Fiction
• Excerpts of Legislation
• Research & Independent Study Questions
• Legal Definitions of Organized Crimes
• Criminal Association
• Definitions in the Organized Crime Convention
• Criminal Organizations and Enterprise Laws
• Enabling Offence: Obstruction of Justice
• Drug Trafficking
• Wildlife & Forest Crime
• Counterfeit Products Trafficking
• Falsified Medical Products
• Trafficking in Cultural Property
• Trafficking in Persons
• Case Studies & Exercises
• Extortion Racketeering
• Loansharking
• Links to Corruption
• Bribery versus Extortion
• Money-Laundering
• Liability of Legal Persons
• How much Organized Crime is there?
• Alternative Ways for Measuring
• Measuring Product Markets
• Risk Assessment
• Key Concepts of Risk Assessment
• Risk Assessment of Organized Crime Groups
• Risk Assessment of Product Markets
• Risk Assessment in Practice
• Positivism: Environmental Influences
• Classical: Pain-Pleasure Decisions
• Structural Factors
• Ethical Perspective
• Crime Causes & Facilitating Factors
• Models and Structure
• Hierarchical Model
• Local, Cultural Model
• Enterprise or Business Model
• Groups vs Activities
• Networked Structure
• Jurisdiction
• Investigators of Organized Crime
• Controlled Deliveries
• Physical & Electronic Surveillance
• Undercover Operations
• Financial Analysis
• Use of Informants
• Rights of Victims & Witnesses
• Role of Prosecutors
• Adversarial vs Inquisitorial Legal Systems
• Mitigating Punishment
• Granting Immunity from Prosecution
• Witness Protection
• Aggravating & Mitigating Factors
• Sentencing Options
• Alternatives to Imprisonment
• Death Penalty & Organized Crime
• Backgrounds of Convicted Offenders
• Confiscation
• Confiscation in Practice
• Mutual Legal Assistance (MLA)
• Extradition
• Transfer of Criminal Proceedings
• Transfer of Sentenced Persons
• Module 12: Prevention of Organized Crime
• Adoption of Organized Crime Convention
• Historical Context
• Features of the Convention
• Related international instruments
• Conference of the Parties
• Roles of Participants
• Structure and Flow
• Recommended Topics
• Background Materials
• What is Sex / Gender / Intersectionality?
• Knowledge about Gender in Organized Crime
• Gender and Organized Crime
• Gender and Different Types of Organized Crime
• Definitions and Terminology
• Organized crime and Terrorism - International Legal Framework
• International Terrorism-related Conventions
• UNSC Resolutions on Terrorism
• Organized Crime Convention and its Protocols
• Theoretical Frameworks on Linkages between Organized Crime and Terrorism
• Typologies of Criminal Behaviour Associated with Terrorism
• Terrorism and Drug Trafficking
• Terrorism and Trafficking in Weapons
• Terrorism, Crime and Trafficking in Cultural Property
• Trafficking in Persons and Terrorism
• Intellectual Property Crime and Terrorism
• Kidnapping for Ransom and Terrorism
• Exploitation of Natural Resources and Terrorism
• Review and Assessment Questions
• Research and Independent Study Questions
• Criminalization of Smuggling of Migrants
• UNTOC & the Protocol against Smuggling of Migrants
• Offences under the Protocol
• Financial & Other Material Benefits
• Aggravating Circumstances
• Criminal Liability
• Non-Criminalization of Smuggled Migrants
• Scope of the Protocol
• Humanitarian Exemption
• Migrant Smuggling v. Irregular Migration
• Migrant Smuggling vis-a-vis Other Crime Types
• Other Resources
• Assistance and Protection in the Protocol
• International Human Rights and Refugee Law
• Vulnerable groups
• Positive and Negative Obligations of the State
• Identification of Smuggled Migrants
• Participation in Legal Proceedings
• Role of Non-Governmental Organizations
• Smuggled Migrants & Other Categories of Migrants
• Short-, Mid- and Long-Term Measures
• Criminal Justice Reponse: Scope
• Investigative & Prosecutorial Approaches
• Different Relevant Actors & Their Roles
• Testimonial Evidence
• Financial Investigations
• Non-Governmental Organizations
• ‘Outside the Box’ Methodologies
• Intra- and Inter-Agency Coordination
• Admissibility of Evidence
• International Cooperation
• Exchange of Information
• Non-Criminal Law Relevant to Smuggling of Migrants
• Administrative Approach
• Complementary Activities & Role of Non-criminal Justice Actors
• Macro-Perspective in Addressing Smuggling of Migrants
• Human Security
• International Aid and Cooperation
• Migration & Migrant Smuggling
• Mixed Migration Flows
• Social Politics of Migrant Smuggling
• Vulnerability
• Profile of Smugglers
• Role of Organized Criminal Groups
• Humanitarianism, Security and Migrant Smuggling
• Crime of Trafficking in Persons
• The Issue of Consent
• The Purpose of Exploitation
• The abuse of a position of vulnerability
• Indicators of Trafficking in Persons
• Distinction between Trafficking in Persons and Other Crimes
• Misconceptions Regarding Trafficking in Persons
• Root Causes
• Supply Side Prevention Strategies
• Demand Side Prevention Strategies
• Role of the Media
• Safe Migration Channels
• Crime Prevention Strategies
• Monitoring, Evaluating & Reporting on Effectiveness of Prevention
• Trafficked Persons as Victims
• Protection under the Protocol against Trafficking in Persons
• Broader International Framework
• State Responsibility for Trafficking in Persons
• Identification of Victims
• Principle of Non-Criminalization of Victims
• Criminal Justice Duties Imposed on States
• Role of the Criminal Justice System
• Current Low Levels of Prosecutions and Convictions
• Challenges to an Effective Criminal Justice Response
• Rights of Victims to Justice and Protection
• Potential Strategies to “Turn the Tide”
• State Cooperation with Civil Society
• Civil Society Actors
• The Private Sector
• Comparing SOM and TIP
• Differences and Commonalities
• Vulnerability and Continuum between SOM & TIP
• Labour Exploitation
• Forced Marriage
• Other Examples
• Children on the Move
• Protecting Smuggled and Trafficked Children
• Protection in Practice
• Children Alleged as Having Committed Smuggling or Trafficking Offences
• Basic Terms - Gender and Gender Stereotypes
• International Legal Frameworks and Definitions of TIP and SOM
• Global Overview on TIP and SOM
• Gender and Migration
• Key Debates in the Scholarship on TIP and SOM
• Gender and TIP and SOM Offenders
• Responses to TIP and SOM
• Use of Technology to Facilitate TIP and SOM
• Technology Facilitating Trafficking in Persons
• Technology in Smuggling of Migrants
• Using Technology to Prevent and Combat TIP and SOM
• Privacy and Data Concerns
• Emerging Trends
• Demand and Consumption
• Supply and Demand
• Implications of Wildlife Trafficking
• Legal and Illegal Markets
• Perpetrators and their Networks
• Locations and Activities relating to Wildlife Trafficking
• Environmental Protection & Conservation
• CITES & the International Trade in Endangered Species
• Organized Crime & Corruption
• Animal Welfare
• Criminal Justice Actors and Agencies
• Criminalization of Wildlife Trafficking
• Challenges for Law Enforcement
• Investigation Measures and Detection Methods
• Prosecution and Judiciary
• Wild Flora as the Target of Illegal Trafficking
• Purposes for which Wild Flora is Illegally Targeted
• How is it Done and Who is Involved?
• Consequences of Harms to Wild Flora
• Terminology
• Background: Communities and conservation: A history of disenfranchisement
• Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation
• Incentives to participate in illegal wildlife, logging and fishing economies
• International and regional responses that fight wildlife trafficking while supporting IPLCs
• Mechanisms for incentivizing community conservation and reducing wildlife trafficking
• Critiques of community engagement
• Other challenges posed by wildlife trafficking that affect local populations
• Global Podcast Series
• Apr. 2021: Call for Expressions of Interest: Online training for academics from francophone Africa
• Feb. 2021: Series of Seminars for Universities of Central Asia
• Dec. 2020: UNODC and TISS Conference on Access to Justice to End Violence
• Nov. 2020: Expert Workshop for University Lecturers and Trainers from the Commonwealth of Independent States
• Oct. 2020: E4J Webinar Series: Youth Empowerment through Education for Justice
• Interview: How to use E4J's tool in teaching on TIP and SOM
• E4J-Open University Online Training-of-Trainers Course
• Teaching Integrity and Ethics Modules: Survey Results
• Grants Programmes
• E4J MUN Resource Guide
• Library of Resources

Module 3: Access to Legal Aid in Criminal Proceedings

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E4J University Module Series: Crime Prevention and Criminal Justice

Introduction and learning outcomes.

• Topic 1.  Introduction to the international standards and norms
• Topic 2.  Identifying the need for legal aid, and the benefits and costs of legal aid
• Topic 3.  Key components of the right of access to legal aid
• Topic 4.  Access to legal aid for those with specific needs
• Topic 5.  Models for governing, administering and funding legal aid
• Topic 6.  Models for delivering legal aid services
• Topic 7.  Roles and responsibilities of legal aid providers, and other criminal justice officials
• Topic 8.  Quality assurance and legal aid services

Case studies

Possible class structure, core reading, advanced reading, student assessment, additional teaching tools, guidelines to develop a stand-alone course.

• First published in January 2019

  This module is a resource for lecturers  

The case studies in this section are designed to provide students with an opportunity to evaluate access to legal aid in practice, and to constructively assess strategies for improving access to legal aid in different jurisdictions. Discussion questions relating to these case studies are presented in the Exercises section.

Pre-Class Case Study

A few weeks ago, you were visiting a friend in another part of town. About five minutes after you left your friend's house, you were stopped in the street by a police officer, arrested and taken to a police station. The police told you that you had been identified by a woman who told them that you had assaulted her about 30 minutes before you were stopped by the police officer. At that time, you had been with your friend, but when you tried to explain this to the police, they were not interested. You are now being prosecuted for assault and have to attend court next week.

The questions related to this pre-class case study are mentioned in the Exercises section.

In-Class Case Study of "Sami"

Sami is a girl aged 14 years. She grew up in a poor district of the capital city, but when she was 13 she was snatched from the street by a criminal gang and taken to a town in another part of the country. She does not speak the language used in that part of the country and does not really have a very clear idea of where it is in relation to the city that she came from. Several girls and boys are kept by the gang, and every day they are sent out to steal. They are often watched by a member of the gang, and severely punished if they are seen trying to talk to anyone, or seen to go outside of the area of the town that they are told to operate in. Sami has been beaten on several occasions and is often threatened with violence by gang members. Sometimes, she is made to have sex with men.

One day she was caught by the person she tried to steal from, who called the police. She was taken to the police station.

The questions related to this in-class case study are mentioned in the Exercises section.

Additional Case Study 

A 25-year-old man is arrested and detained by police officers on suspicion that he has stolen a car. He was identified by a neighbour of the owner of the car, who says he went to the same school as him, and who reported it to the police. The police take the man to the local police station, where they intend to interrogate him about the suspected offence.

Having regard to the law and practice in your jurisdiction:

(1) Assess whether -

(a) he has a right to a lawyer and, if so, at what point in the process that right applies

(b) he is likely, in practice, to have a lawyer and, if so, at what point in the process, and

(c) he is eligible for the lawyer to be paid under legal aid whilst he is held at the police station.

(2) Assume that the man is prosecuted for theft of the car. Assess whether -

(a) he has a right to a lawyer for the trial

(b) he is likely, in practice, to have a lawyer, and

(c) he is eligible for the lawyer to be paid under legal aid for the court proceedings.

Next: Possible class structure

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ACAP LEARNING RESOURCES

CRIM2064 Comparative Criminology

• Introduction
• Web Resources
• Writing & Referencing
• More Assistance

Case Study 2023, T3

• Homicide (guns/firearms) - USA
• Homicide (guns/firearms) - Mexico
• Violent crime (knives) - UK
• Violent Crime (Knives) - SA
• Rape - India
• Rape - Sweden
• Political Dissent - China
• Political Dissent - Iran
• Violent crime/homicide (explosives/guns) - Sweden
• Violent crime/homicide (explosives/guns) - Mexico
• Drug trafficking - Mexico
• Drug trafficking - Vietnam
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) firearms OR gun OR guns Box 2: (contains) homicide Box 3: (contains exact phrase) United States After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Example 2 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) firearms OR gun OR guns Box 2: (contains) homicide Box 3: (contains) causes Click the + sign to add another search box Box 4: (contains exact phrase) United States After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Books Here is a description of the search linked above ACAP Library Advanced Search Page Select books in the material type box Box 1: (contains) firearms OR gun OR guns Box 2: (contains) homicide Box 3: (contains exact phrase) United States After the results load, change the date range on the left to 2008-2023 and apply the change. Search for the following books: - Gun Violence in American Society : Crime, Justice and Public Policy
• RAND Click on the link above > Try the following keyword searches: guns firearms
• Report: Global study on homicide United Nations Office on Drugs and Crime. (2019). Global study on homicide.
• Books and Articles on the Library Catalogue Click on the link above > Search for the following titles: Articles - State ineffectiveness in deterring organized crime style homicide in Mexico: a vicious cycle Books - Mexico is not Colombia : alternative historical analogies for responding to the challenge of violent drug-trafficking organizations (open the publication and do a ctrl f/find search for social) - Mexico's Unrule of Law : Implementing Human Rights in Police and Judicial Reform under Democratization (see ch. 3, 6 & 7) - Struggles for Justice in Canada and Mexico : Themes and Theories about Social Mobilization
• Google Scholar Click on the link above > Search for the following articles: - Cross-border spillover: US gun laws and violence in Mexico - Why did Mexico become a violent country? Assessing the role of firearms trafficked from the US - Measuring the rise of gun violence across presidential administrations in Mexico - Should Mexico adopt permissive gun policies: lessons from the United States - Upsurge of homicides and its impact on life expectancy and life span inequality in Mexico, 2005–2015 Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) knife crime Box 2: (contains) United Kingdom After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Google Scholar Click on the link above > Search for the following articles: - Getting to the Point? Reframing Narratives on Knife Crime - Fear Appeals in Anti-Knife Carrying Campaigns: Successful or Counter-Productive - An Introduction to Gangs and Serious Youth Violence in the United Kingdom - Risk factors associated with knife-crime in United Kingdom among young people aged 10–24 years: a systematic review - The knife crime 'epidemic'and British politics - Knife crime offender characteristics and interventions–A systematic review - Victims, offenders and victim-offender overlaps of knife crime: A social network analysis approach using police records - Knife crime in England and Wales + Allen - Policing the Crisis in the 21st Century; the making of “knife crime youths” in Britain - The rising burden of penetrating knife injuries Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Articles on the Library Catalogue Click on the link above > Search for the following titles: Articles - Poverty and inequality in South Africa: critical reflections - What price fairness when security is at stake?: police legitimacy in South Africa Book - Policy, Politics and Poverty in South Africa (see ch. 1 for a general overview of social changes)
• Google Scholar Click on the link above > Search for the following articles: - Are Sharp Objects killing South African Youth? Trends and Patterns 2001-2016 - Gang sub-culture: An exploration of youth gangs in the Free State Province - The scourge of knife crime: trends in knife-related assault managed at a major centre in South Africa - Alcohol consumption as a factor in gun or knife crimes in South Africa - Why is crime in South Africa so violent - Socio-economic determinants of crime in South Africa: an empirical assessment - A critical analysis on offenders rehabilitation approach in South Africa: A review of the literature - Social crime prevention in South Africa: A neglected policy mandate - Country's development and safety: Violent crimes in crime structure Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) rape Box 2: (contains) India After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Example 2 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) rape Box 2: (contains) India Box 3: (contains) law After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Google Scholar Click on the link above > Search for the following articles: - Sexual violence in India: The discourses of rape and the discourses of justice (click on all 7 versions under the record and then select the [PDF] Researchgate option on the right) - Sexual violence and rape in India - Whose problem is it anyway? Crimes against women in India - Understanding the spatialities of sexual assault against Indian women in India - Visualizing the semiotics of protest: The 'Nirbhaya'rape case - Consent, conjugality and crime: hegemonic constructions of rape laws in India - Beliefs about sexual assault in India and Britain are explained by attitudes toward women and hostile sexism Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) rape Box 2: (contains) Sweden After the results load, change the date range on the left to 2013-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Articles on Google Scholar Click on the link above > Search for the following articles: - The ecology of outdoor rape: The case of Stockholm, Sweden - A call for a more permanent international definition of rape - Vulnerability, agency and the ambivalence of place in narratives of rape in three high-profile Swedish cases - The nature of rape places - Two sides of the same coin: the relationship between modern racism and rape blaming attitudes among Swedish students and community members - How we talk about rape matters: the construction of rape in the Swedish legal system - Women's mobility and the situational conditions of rape: Cases reported to hospitals Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) dissent Box 2: (contains) China Box 3: (contains) law After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Example 2 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains exact phrase) inciting subversion of state power After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Articles on Google Scholar Click on the link above > Search for the following articles: - From online mass incidents to defiant enclaves: Political dissent on China's Internet - Networked resistance: Digital populism, online activism, and mass dissent in China - Regulation of cyber space: An analysis of Chinese law on cyber crime - Disguised Repression: Targeting Opponents with Non-Political Crimes to Undermine Dissent - Perceptions of Democracy and Trust in the Criminal Justice System Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Books and Articles on the Library Catalogue Click on the link above > Search for the following titles: Books - Book of the Disappeared : The Quest for Transnational Justice (ch. 7) - Struggles for Political Change in the Arab World : Regimes, Oppositions, and External Actors after the Spring (ch. 15)
• Articles on Google Scholar Click on the link above > Search for the following articles: - Political crime in the Iranian penal system and the position of constitutional civil liberties in criminalizing political crime - Islamic Dissent in Iran's Full-Fledged Islamic Revolutionary State - Social, economic, political, and intellectual changes in Iran since 1960s - Power, Religion, and Capital Punishment: A Comparative Analysis Between Abolitionist Turkey & Retentionist Iran - The Typology of the Reaction of Islamic Government to Political Crimes - Political Repression and Islam in Iran Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains) guns OR grenades Box 2: (contains) Sweden After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Articles on Google Scholar Click on the link above > Search for the following articles: - Is There a State Crisis in Sweden? (Do a crtl f/find search for social) - Explosive violence: A near-repeat study of hand grenade detonations and shootings in urban Sweden - Street-gang violence in Sweden is a growing concern - Explosion fatalities in Sweden, 2000–2018 - Holding Sweden Hostage: Firearm-Related Violence - The increase of firearm-related violence in Sweden Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Sweden and the lethal complacency of the elites This is a news article providing an overview of the situation in Sweden at the moment. It is extra information to set the context and should not be counted as one of your main articles (but could be included as an extra).
• Articles on Google Scholar Click on the link above > Search for the following articles: - Cartel Bombings in Mexico - Propaganda in Mexico's drug war - In Mexican crime wars + Bunker - Repertoires of terrorism in Mexico's criminal war - Mexico's drug trafficking organizations: Source and scope of the violence - Terrorist Tactics by Criminal Organizations: The Mexican Case in Context Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains exact phrase) drug trafficking Box 2: (contains) Mexico After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Example 2 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains exact phrase) drug trafficking Box 2: (contains) Mexico Box 3: (contains) social factors After the results load, change the date range on the left to 2008-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Library Catalogue Search: Books Here is a description of the search linked above ACAP Library Advanced Search Page Select books in the material type box Box 1: (contains exact phrase) drug trafficking Box 2: (contains) Mexico After the results load, change the date range on the left to 2008-2023 and apply the change.
• RAND Click on the link above > Try the following keyword searches: Mexico drug
• Library Catalogue Search: Example 1 Here is a description of the search linked above ACAP Library Advanced Search Page Select articles in the material type box Box 1: (contains exact phrase) drug trafficking Box 2: (contains) Victnam After the results load, change the date range on the left to 2013-2023 and apply the change. Select peer reviewed (options on the left) and apply the change.
• Articles on Google Scholar Click on the link above > Search for the following articles: - Drug trafficking trends and its responses: A case study of Vietnam - Transnational drugs trafficking from West Africa to Southeast Asia: A case study of Vietnam - A slow march from social evil to harm reduction: Drugs and drug policy in Vietnam - The organisational structure of transnational narcotics trafficking groups in Southeast Asia: a case study of Vietnam's border with Laos - Drug trafficking in and out of the Golden Triangle - Transnational crime and its trends in South-East Asia: A detailed narrative in Vietnam - Vietnam's policing in harm reduction: Has one decade seen changes in drug control? Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
• Ebook Central Click on the link above > Log in using your ACAP student portal details > Search for the following book titles > After you have opened a title, click on the Read Online button. - Comparative Criminal Justice : Making Sense of Difference (see ch. 1) - Comparative Criminal Justice (by Pakes, 2019. See ch. 3) - Textbook on Criminology (ch.4 - provides a general overview about crime statistics). - Transnational and Comparative Criminology (ch. 1) - International Crime and Justice (ch. 62 - expand part VIII) - Routledge Handbook of International Criminology : An International Perspective (ch. 9 and any other chapter you think is relevant) - Transnational and Comparative Criminology (part 1) - Criminology : Explaining Crime and Its Context (ch. 3 discussed crime stats in the USA) - Comparing Crime Data in Europe: Official Crime Statistics and Survey Based Data - Crime, Criminality and Criminal Justice eBook (see from page 27. Use the page intro box (upper right) to jump to page 27)
• Taylor & Francis Click on the link above > Log in using your ACAP student portal log in details > Try the following search: cross-national "crime statistics" Some results will appear but click on the 'Only show content I have full access to' (on the left hand side of the screen) and wait for the results to reload (a few seconds). You will be able to open any articles with a green ticked section or yellow padlocked section in the lower right hand corner of each record. Search for the following article on Taylor & Francis: - Understanding differences in crime reporting practices: a comparative approach
• Proquest Click on the link above > Log in using your ACAP student portal log in details > Ensure the full text and scholarly boxes are ticked > Try these searches: cross-national AND "crime statistics" comparative "crime statistics"
• Google Scholar Click on the link above > Search for the following articles: - Exploring the international decline in crime rates - Offence Definitions in the European Sourcebook of Crime and Criminal Justice Statistics and Their Influence on Data Quality and Comparability - Comparing crime rates: the international crime (Victim) survey, the European sourcebook of crime and criminal justice statistics, and interpol statistics - Global Crime Patterns: An Analysis of Survey Data from 166 Countries Around the World, 2006–2019 Note: When using Google Scholar, if an article has a link to the right, such as [PDF] researchgate.net, it is available for free. Click on the link to the right to open the article. Most of the referencing information for these publications can be found by clicking on the little quote mark under each record.
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International Journal of Research and Innovation in Social Science (IJRISS)

•                              ISSN No. 2454-6186
•                                                                       Strengthening Social Sciences for the Future
• May Issue 2024
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Repudiating the Criminology Licensure Examination: A Regional Case Study

• Reynold Jay J. Bahunsua
• Gerick O. Salig
• Jonathan M. Saile
• Lemuel Brian C. Gallo
• Teopisto Y. Culanag Jr
• Jose F. Cuevas Jr
• Jul 20, 2023

Reynold Jay J. Bahunsua, Gerick O. Salig, Jonathan M. Saile, Lemuel Brian C. Gallo, Teopisto Y. Culanag Jr, Jose F. Cuevas Jr *College of Criminology, Misamis University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2023.7738

Received: 17 May 2023; Revised: 18 June 2023; Accepted: 23 June 2023; Published: 20 July 2023

The study aimed to explore the reasons and experiences of criminology graduates who decided not to take the criminology licensure examination in Misamis Occidental. The study utilized a regional case study approach, and data were collected through in-depth interviews with twelve participants who met the inclusion criteria. Due to the time-related restrictions of this study, it is imperative to note that the information provided is based on the scenario up until the time when the devastating effects of COVID-19 were lessened as it was one of the factors which led to the repudiation of the board exam. Given that circumstances, rules, and attitudes may change over time, it is essential to consider recent developments in the subject of criminology licensure as well as new information, changes in policy, and any subsequent developments. The main problematique impact for the profession and its practitioners is the primary concern with regard to the rejection of the criminology licensure examination. The licensure examination is a vital tool for determining whether aspirant criminologists have the knowledge, abilities, and competencies required to work in the discipline. The legitimacy and trustworthiness of the evaluation process, as well as the ramifications for public safety, professional standards, and ethical issues, are all called into question by rejecting the examination. Findings revealed that the participants’ decision not to take the criminology licensure examination was influenced by various factors, such as lack of self-confidence, financial stability issues, unexpected parenthood concerns, and unforeseen world health crisis. Additionally, the study highlighted the current system’s negative consequences that force graduates to take the licensure examination, such as the loss of opportunities to pursue other careers, discrimination, and stigma. Overall, this study suggests the need for a more flexible and inclusive system that provides opportunities for criminology graduates to pursue careers that match their interests and skills. This study also highlights the importance of understanding criminology graduates’ diverse experiences and perspectives and the need for further research on the topic

Keywords: criminology graduates, criminology licensure examination, financial stability parenthood concerns, repudiating, self-confidence, world health crisis.

INTRODUCTION

• There are numerous challenges and concerns associated with taking the board exam. Fear, issues, and concerns impede students from taking the Criminology Licensure Exam (Nawani, 2021; Duong et al., 2018). Therefore, the graduates can self-study and choose their preferred Review Center to refresh and enhance their knowledge and skills obtained in the formal school setting in preparation for the licensure examination (Lopez, 2019). However, during this period of six months, their fears, issues, and concerns started to arise and affect their decision to take the board exam because of doubts and mixed This results in the students having a negative perspective toward taking the board exam because of the fear of failing the said examination (Brahmi & Touil, 2022). According to Manalo and Obligar (2013), the decline in the percentage of Filipino graduates passing the various licensure exams is a sign of the Philippines’ higher education system’s declining quality, which can be characterized by the variety and level of faculty competency.
• A board exam serves as documentation of one’s assessment of academic standards. According to the PRC, passing a board exam entitles one to the status of a respected professional who possesses moral convictions, a strong sense of self, and a competitive edge on the global One must pass the board exams to be granted a license to practice a certain profession. The authority in charge of administering, carrying out, and upholding regulations about licensing various professions in the Philippines is known as the Professional Regulation Commission (PRC). Out of 161,527 examinees who took the criminologists board examinations in 2018, 2019, and 2021, the Philippines produced 60,430 licensed criminologists, with an average national passing rate of 36.95 percent (Professional Regulation Commission, 2018a; Professional Regulation Commission, 2018b; Professional Regulation Commission, 2019a; Professional Regulation Commission, 2019b; Professional Regulation Commission, 2021)., (Espartero, 2021). The study will determine the causes of fears, issues, and concerns of graduates who repudiate the licensure examination. The presence of students’ fears, issues, and concerns is a determining factor in their success in taking the Criminology Licensure Examination (Cox, 2011). They are interconnected with each other, and it is unavoidable. Fear, such as failure to pass the examination, CLE requirement issues, and financial concerns, all equate to changing the behavior of the board taker. Graduates must overcome these challenges in life to be prepared for the upcoming examination and decrease the chances of failure.

Republic Act No. 11131, also known as “The Philippine Criminology Profession Act of 2018,” mandates that anyone wishing to practice criminology must pass the Criminologists Licensure Examinations administered by the Professional Regulation Commission (PRC), Professional Regulatory Board of Criminology (CLE). The Professional Regulatory Board for Criminologists will be managed by the Professional Regulation Commission (PRC), which will have administrative oversight and control over it. It will have a chairperson as a leader and four members who have been chosen by the president. (Asuncion, 2019; Cuiye & Junlin, 2021). The Criminology Licensure Examination has six (6) subjects which include Criminal Jurisprudence and Procedure (20%), Law Enforcement Administration (20%), Ethics and Human Relations (10%), Criminalistics (20%), Correctional Administration (15%), and Criminal Sociology (15%). In addition, before the examination, the student must acquire a Notice of Admission (NOA) with the following requirements; 1.) Original and Photocopy of Transcript of Records (TOR) from your school, 2.) Original and Photocopies of Authenticated Birth Certificate (NSO)/ PSA Marriage Contract for female applicants, 3.) Receipt of Examination Fee, 4.) Cedula (Photocopy), 5.) PRC Number.

The researchers conducted this study to look at a factor that discourages a lot of recent graduates from taking the licensing exam in Misamis Occidental during the COVID-19 pandemic. The goal was to pinpoint a particular cause or element that affects their reluctance. By comprehending this element, the researchers hope to offer perceptions and suggestions that can solve the problem and aid recent graduates in their licensure exam preparations despite the difficulties the pandemic poses.

This study’s contribution will help determine the fears, issues, and concerns of the graduates in Criminology for repudiating the Criminology Licensure Examination (D’Souza, 2022). We can also identify the graduates who are not taking the exams and their life after graduation. Regarding the factors that influence the problems encountered when taking the CLE, which is the study’s main focus, The academic leaders, faculty, criminology students, and criminology graduates who will take the Criminology Licensure Examination of Higher Education Institutions in the Philippines are predicted to find this study to be useful (Espartero, 2021). Additionally, administrators will receive assistance in creating procedures to improve the school’s performance on the licensing test. It might also be the best way for curriculum designers, educators, school administrators, teachers, and recent criminology graduates to advance the field’s professional standing and the nation’s criminology profession (Jonson & Pratt, 2022).

Moreover, it helps the community, the criminology graduates, determine the possible problems they will encounter upon taking the licensure examination. In addition, this study can be a future reference for the educator, guiding them in partaking toward criminology graduates (Cascayan et al., 2021). Finally, the result of this study will encourage future criminology graduates to overcome their fears, issues, and concerns.

This research utilized the case study research design. A case study is an empirical investigation into a case or cases by answering “how” or “why” questions about the phenomenon of interest (Alam, 2020). It is a process of in-depth inquiry of a specific person, institution, community, or any group viewed as a unit that includes developing, adjusting, remedial, or correcting procedures that appropriately follow a diagnosis of the reasons for maladjustment or of positive behaviors. This method is appropriate for determining the fears, issue, and concerns of Criminology graduates who repudiates taking the Licensure Examination.

             The study administered the entire Misamis Occidental, where the criminology graduates reside, where most of the participants reside in Ozamiz City. Misamis Occidental comprises 3 cities; Ozamiz City, Oroquieta City, and Tangub City, and the adjacent province of Misamis Occidental which is Lanao Del Norte. Northern Mindanao has a lot total of 2,049,602 hectares (5,064,680 acres) of land compose Northern Mindanao. More than 60% of this territory is designated as forest land. There are plenty of fish and other marine items in its oceans. The location has a pleasant, mild, and energizing climate thanks to the lush greenery, natural springs, and high elevation

Participants

The sample number of this study consists of twelve (12) participants who are Bachelor of Science in Criminology graduates. They were identified through the list of graduates with a Bachelor of Science in Criminology currently residing in Misamis Occidental. The sex of the participants was mentioned as it was related to one of the factors in the repudiation of the examination which was the unexpected parenthood concerns. The researchers chose the snowball sampling technique because it is frequently used when researching populations that are challenging to locate or reach using conventional sample techniques. The use of snowball sampling allowed the researchers to access these communities by way of recommendations from already-established social networks. It focuses on getting an in-depth understanding of a specific group’s experiences, viewpoints, or actions. The approach made it possible for researchers to establish rapport and trust with participants through recommendations, which can promote open and honest conversations. The participants were chosen based on the following criteria: 1.) A Bachelor of Science in Criminology graduate, 2.) Recent criminology graduate who repudiated the first Licensure Examination 3.) Willing to participate in the study.

Instruments

The researchers developed an interview that serves as a tool for gathering participant data. The participants are graduates of the Bachelor of Science in Criminology. Furthermore, they were asked about the main question concerning the repudiation of taking the Criminologist Licensure Examination and also the challenges experienced after graduation. The interview questions were determined based on their possible issues and concerns, experiences, and factors that might affect their decisions which can ultimately lead to the repudiation of the examination. The use of a recording device was also present, which recorded the response of the participants during the interview.

Data Collection 

The study was conducted by interviewing different participants. The participants were identified by their background profile, including their age, sex, address, school and year they graduated, and the expected results of the random question.

Before collecting the data, the researcher sought permission from the Dean of the College of Criminology at Misamis University. Following the approval of the letter request, the researcher requested permission from the Dean of the College of Criminology to conduct the study with the identified names of school heads and teachers in the division. The researcher then scheduled an interview with the selected individuals and presented the interview schedule. After informing them that the talk had been recorded, the researcher assured the participants that their comments would be maintained in the strictest confidence. Further, the minimum health protocol was observed during the interview, considering the pandemic.

Ethical Consideration

The researchers always adhered to the ethical norms in the ongoing study. The researchers respected the social indifferences of the participants, which the researchers guided. All participants’ voluntary involvement was adhered to by the researchers. By allowing the participants to sign the informed consent form created by the researchers, the interview was conducted with their express approval. The researchers promoted privacy and confidentiality concerning the participants’ identities by refraining from stating their identification while conducting the interview. Privacy and confidentiality were always observed, particularly the name of the participants and other information unnecessary to the study. The researchers adhered to the guidelines set by the Republic Act No. 10173, known as the “Data Privacy Act of 2012”. The researchers also followed the minimum health protocols provided by the Inter-Agency Task Force (IATF) and the Department of Health (DOH).

Data Analysis

In this study, the data were analyzed using Yin’s 5-step data analysis approach, which also enabled researchers to examine textual data. Five steps made up Yin’s process: gathering the data, breaking it down, putting it back together, deciphering its significance, and drawing conclusions. The researchers initially gathered the data before creating the categories. In the second step, the researchers separate the data in order to identify and eradicate recurrent elements in the phenomenon being studied. After recreating the data in step three, the researchers next grouped the major themes. In step four, the researchers compared patterns to interview transcripts, reflective papers, and documents to assess the significance of the data. In step 5, the researchers came to a conclusion or organized the information into a separate structural description. Conclusions were drawn based on the major themes that appeared in the survey participants’ diverse responses.

RESULTS AND DISCUSSIONS

3.1 Participant’s Profile

The participant’s profile was collected based on their age, sex, provincial address, year graduated, and the school graduated from.

The data below shows the profile of the twelve participants given with their respective code names.

The study formulated four (4) themes based on the responses of the participants during the conduct of an interview with the researcher.

3.2 Lack of Self-Confidence

Lack of self-confidence was identified as one of the issues among the graduates in repudiating the Criminology Licensure Examination. It was a barrier for the graduates to achieve their goals, especially passing the licensure examination. Some graduates may doubt their abilities or feel intimidated by the exam, leading to anxiety and difficulty performing to the best of their abilities. However, it is important to note that other factors may also be at play, such as inadequate preparation, lack of study time, or difficulty with certain subject areas.

“I am practical to myself because if I take the exam, I am not sure if I can pass the board exam, and it will be a waste of time and also the money I spent.” (P2, 28-30)

“I am struggling with myself; I think I cannot do it.” (P6, 77)

Based on the participants’ responses, it is evident that their confidence is very low, resulting in the licensure examination’s repudiation. Therefore, it is important for individuals struggling with the licensure examination to identify the areas in which they need improvement and develop a targeted study plan to address those weaknesses. In addition to improving their knowledge and skills, individuals may also benefit from strategies to boost their self-confidence, such as positive self-talk, visualization techniques, and seeking support from friends, family, or a professional counselor (Singh & Patidar, 2018). Building confidence is a gradual process, but individuals can learn to overcome self-doubt and achieve their goals with practice and persistence.

In conclusion, this study determined that the lack of self-confidence plays a big factor in graduates’ repudiation of the Criminology Licensure Examination. It can create barriers to success and personal development, limiting opportunities and causing feelings of inadequacy and self-doubt. However, overcoming this lack of confidence can help graduates pursue their goals and succeed in their chosen careers.

3.3 Financial Stability Issues

Financial stability issues are one of the factors in repudiating the criminology licensure examination for graduates of criminology. Many criminology graduates are not yet taking the licensure examination because of financial stability issues. It is one of the reasons why they tend to repudiate taking the board exam because some of them need help in terms of financial capability to undergo the said examination. Other graduates tend to look for a job first to earn and have savings to afford any review center to prepare for the board exam.

Filipino students are severely financially burdened by the cost of attending a review center, to start. The cost of joining a review facility ranges on average from 9,000 to 12,000 pesos. This sum may be burdensome for families that are struggling financially. Although many students find it challenging to get additional educational support and resources, the high cost of review center membership acts as a barrier for many of them. Since their main priority is education, the majority of these students lack employment, which makes it even more difficult for them to pay the costs of review center membership. Unemployed students who want to pay for their education and the costs associated with review centers must find other sources of income as they don’t receive a salary. Additionally, the average tuition cost in the Philippines for students taking a criminology course is around 30.000 pesos. The financial burden on students and their families is further increased by this hefty sum.

“Financial problem.” (P8, 106-107)

“The issue that made me repudiate the exam that year is that I am struggling financially and I have a problem at that time.” (P9, 117-119) “I was experiencing financial problems” (P11, 151-152)

“I looked for a job the day after I graduated so that I can earn and save money for the     preparation to take the board exam.” (P8, 107-109)

“I looked for a job because I was financially broke and it is impossible for me to afford a review center in that situation.” (P11, 158-159)

“My decision after graduation is that we lack finances and that’s why I also relaxed at that time because I also support my younger sibling in his study.” (P9, 120-122)

Based on the participants’ responses, it is clear that their financial situation affected their decision to repudiate the criminology licensure examination. Financial stability can certainly be a factor that affects a graduate’s ability to take and pass the criminology licensure examination (Stogner, 2022). The cost of studying and preparing for the exam and the expenses related to taking the exam can be significant, and some graduates may need help to afford these costs. In addition, graduates struggling with income may have to balance the demands of studying for the exam with the need to work and earn an income, making it difficult to devote enough time and energy to their studies.

In conclusion, this study determined the impact of financial stability issues concerning the repudiation of the Criminology Licensure Examination. Financial stability, or the lack thereof, can significantly affect an individual’s decision to take the licensure exam. The inability to pay for review classes or exam fees, financial dependence on family, or inability to find a job to support oneself may hinder an individual from pursuing their career goals in criminology. It may lead to the repudiation of the licensure exam and limit opportunities for career advancement.

Therefore, addressing financial stability issues in pursuing a career in criminology or any other field is important. Seeking financial assistance or exploring alternative options such as scholarships or grants may help overcome financial barriers.

3.4 Unexpected Parenthood Concerns

Another reason behind repudiating the criminology licensure examination in graduates is the unexpected parenthood concerns. Being a student, criminology graduate, and parent can be more complicated than we imagine. Those who have not personally faced that kind of concern will not understand the difficulty of this situation. It is difficult for criminology graduates to have divided priorities between studies and parental responsibility. It should be separated to ensure full functionality in preparing for the licensure examination. When you are a parent and student, family will always prevail if you choose, which will result in repudiating the licensure examination for some criminology graduates. If you have parenthood concerns, you must set aside your wants and needs in life and put them to your offspring.

“I have just recently given birth to my child and had to take care of the child as a breastfeeding mother.” (P11, 152-153)

“The second reason is that my partner also gave birth.” (P7, 89-90)

Based on the participants’ responses during the interview, another reason behind the repudiation of the licensure examination is the unexpected parenthood concerns. It can significantly affect a graduate’s ability to prepare for and take the criminology licensure examination. The responsibilities of parenthood, such as caring for a child, can be demanding and time-consuming. As a result, it may make it difficult for some graduates to find the time and energy to study and prepare for the exam (Andrewartha et al., 2022). In addition, unexpected parenthood concerns can bring financial challenges, further compounding the difficulties graduates face trying to balance their responsibilities as a parent with the demands of preparing for the licensure examination.

In conclusion, this study discovered the effects of unexpected parenthood concerns towards repudiating the Criminology Licensure Examination among graduates. It suggests that unexpected parenthood can be a significant factor that affects an individual’s ability to take the licensure exam and pursue a career in criminology. Unexpected parenthood concerns such as lack of financial support, inadequate childcare arrangements, and difficulty balancing parental responsibilities with academic or professional obligations can create significant barriers to an individual’s ability to prepare for and take the licensure exam. These concerns may lead to the exam’s repudiation and may limit career advancement opportunities.

3.5 Unforeseen World Health Crisis

The unforeseen world health crisis we experienced in the year 2019 up to this date is another factor that has caused graduates to not take the criminology licensure exams. The epidemic has had an impact on a few graduates of criminology. They did not anticipate that the unforeseen global health crisis would force them to postpone their Criminology Licensure Examination (CLE) exam. All of the recent Criminology graduates were forced to accept their situation after the President ordered that all employees of the government and the private sector would stay at home until the health problem was rectified. In the end, the graduates of the criminology program developed a growing nervousness, which caused more issues that will hinder them from taking the criminology license exam. The schedule for the board exam among the participants unfortunately coincided with the peak of the devastating effects of COVID-19 which ultimately resulted in the postponement of their exams. The pandemic, which took effect still continues to bloom and affects the application of the interviewed participant during their time.

“I wasn’t able to take the board exam because of the pandemic. We were scheduled to take the exam in December but it was moved because of the said pandemic.” (P12, 172 – 174)

“There is covid that time and it is difficult to take since the board examination keeps getting postponed.” (P7, 88-89)

Based on the response from the participants during the interview, the reason behind the repudiation of the licensure examination is because of the postponement of their exam due to an unforeseen world health crisis. The unforeseen world health crisis, such as the COVID-19 pandemic, can affect an individual’s ability to prepare for and take licensure examinations (Adedoyin & Soykan, 2020). In addition, the pandemic has led to widespread educational disruptions, with many schools and universities forced to transition to remote learning, which can be challenging for some students.

In addition, the pandemic has caused significant stress and anxiety for many people, making it difficult to focus on studying and preparing for exams. The pandemic has also resulted in the closure of testing centers or limited seating capacity, which may have made it difficult for some graduates to schedule their licensure examination or forced them to delay their exams.

In conclusion, this study recognized the unforeseen world health crisis as an important factor affecting graduates’ decision to repudiate the Criminology Licensure Examination. The ongoing COVID-19 pandemic may have created significant barriers for graduates to take the licensure exam and pursue their career goals in criminology. In addition, the world health crisis may have affected graduates, such as health concerns, financial instability, and limited access to resources such as review centers and study materials. As a result, it may have hindered their ability to prepare for and take the licensure exam, leading to the repudiation of the exam and limiting opportunities for career advancement.

CONCLUSIONS AND RECOMMENDATIONS

Based on the study’s findings, the participants struggled to take the Criminology Licensure Examination because of the identified themes of the study, such as lack of self-confidence, financial stability issues, unexpected parenthood concerns, and unforeseen world health crisis, for graduates preparing for licensing tests, a lack of self-confidence can be a significant barrier because it can cause procrastination, self-doubt, and trouble paying attention to the subject matter. Graduates with low self-esteem may find it helpful to work with a counselor or coach to develop coping mechanisms for stress management, self-esteem enhancement, and exam focus. Graduates who are preparing for licensing examinations may find it challenging to pay for study materials, enroll in test preparation classes, or pay for transportation to the testing facility due to financial stability difficulties. Graduates who are struggling financially may find it beneficial to look for scholarships, grants, or other types of financial aid to help them pay for these expenses. Graduates preparing for licensing examinations may face additional difficulties due to unanticipated motherhood issues, The aims and plans for a criminology graduate’s profession can be derailed by unanticipated parental worries. It may be difficult for them to manage their time and resources, including the preparation for the license exam if they have not planned or prepared for motherhood. Their mental and emotional health as well as their capacity to concentrate on studying for the exam may be negatively impacted by this, which can cause tension and anxiety. Graduates preparing for licensure exams may face additional difficulties as a result of the COVID-19 pandemic and other unanticipated global health crises. They may find it challenging to access study materials, locate testing sites that are open, or feel confident in their ability to pass the exam given the uncertainty and disruption brought on by the pandemic. Graduates who are struggling with these issues could find it helpful to look for online or remote study resources, to keep up with testing center availability and safety procedures, and to ask their peers, mentors, or professors for support. This theme was derived through the interview each participant conducted based on their own decision and experience. They cope with this problem through the help and support of their family, peers, and guidance from the almighty God to fulfill their desire to take the criminology licensure examination.

It is recommended to monitor the preparedness of the graduates towards taking the Criminology Licensure Examination and also identify the different strengths and weaknesses of graduates in their subjects for preparation and enhancement of knowledge. Furthermore, the graduates are encouraged to focus on their strengths and conquer their weaknesses, as well as areas where they have received positive feedback. Additionally, setting achievable goals and working towards them help build confidence. The graduates are also recommended to create a budget plan and prioritize spending based on their needs and values. Seeking additional income sources, such as part-time work or freelancing, can also help alleviate financial strain. Graduates who experience unexpected parenthood concerns are recommended to seek support from family, friends, or a parenting group to help navigate parenthood’s challenges.

Additionally, exploring resources such as parenting classes or therapy can help build skills and confidence in your parenting abilities. Finally, in the unforeseen world health crisis, graduates must prioritize their physical and mental health by following recommended safety guidelines and seeking support from loved ones or a mental health professional. Focusing on things within your control, such as staying informed and practicing self-care, can help alleviate uncertainty and anxiety.

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• Lopez, (2019). Perceptions Of Students to Open and Distance Learning of Review Classes in A Review Center in The Philippines. Vision And Mission of The Ijodel, 54. Retrieved From: Https://Bit.Ly/3biwfli On September 17, 2022.
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Digital Commons @ USF > College of Behavioral and Community Sciences > Criminology > Theses and Dissertations

Criminology Theses and Dissertations

Theses/dissertations from 2023 2023.

Efficacy of Online Social Movements for Sparking Change: The Case of the Missing Murdered and Indigenous Women Movement (#MMIW) , Kacy A. Bleeker

An Examination of Racial Disparities in Arrest Across Florida Counties, 1998-2018: A Test of the Racial Threat and Political Representation Hypotheses , Xavier D. Burch

The Invisible Victims of Commercial Sexual Exploitation: Boys and Their Barriers to Access to Services , Amanda L. Connella

Damned & Damned: Examining Vexatious Litigation and the Vexatious Litigant Statute in Florida Courts , Sarah L. Harper

The Contributions of Mental Health Issues, Traumatic Brain Injury, and Adverse Childhood Experiences to Recidivism Among Rural Jail Incarcerees , Lauren N. Miley

Assessing the Relationship Between True Crime Documentary and Podcast Consumption, Fear of Crime, and Protective Behaviors , Lauren A. Tremblay

Police Officers’ Perceptions of Gunshot Detection Technology , Courtney L. Weber

Theses/Dissertations from 2022 2022

A Macro Social Examination of the Relationship Between Disabilities and Crime Using Neighborhood and County Level Data , Natasha A. Baloch

Racial Differences in Perceptions of Sanction Severity , Sarah L. Franklin

Juvenile Homicide Offenders: A Life-Course Perspective , Norair Khachatryan

Exploring the Effectiveness of a Life-Skills Program in a Florida Prison Through a Social Bond and General Strain Theory Perspective , Danielle M. Thomas

Theses/Dissertations from 2021 2021

Clean Water for All: Examining Safe Drinking Water Act Violations of Water Systems and Community Characteristics , Junghwan Bae

Morality and Offender Decision-Making: Testing the Empirical Relationship and Examining Methodological Implications , Jacquelyn Burckley

The Ring of Gyges 2.0: How Anonymity Providing Behaviors Affect Willingness to Participate in Online Deviance , Cassandra E. Dodge

A Macro Analysis of Illegal Hunting and Fishing Across Texas Counties: Using an Economic Structural Approach , Leo J. Genco Jr.

Self-Protection in Cyberspace: Assessing the Processual Relationship Between Thoughtfully Reflective Decision Making, Protection Motivation Theory, Cyber Hygiene, and Victimization , C. Jordan Howell

Racial Threat Theory: A Test of the Economic Threat Hypothesis , Carl L. Reeds

Online Perceptions of Panamanian Prisons and Incarcerated persons: An analysis of YouTube user comments , Mahaleth J. Sotelo

Theses/Dissertations from 2020 2020

Toxic Colonialism and Green Victimization of Native Americans: An Examination of the Genocidal Impacts of Uranium Mining , Averi R. Fegadel

Cross-National Incarceration Rates as Behavior of Law , Christopher J. Marier

The Effects of Perceived Motivations and Mental Distress on the Likelihood of Reporting and Engaging in Self-Protective Measures Among Victims of Stalking , Daniela Oramas Mora

Mental Health and In-Prison Experiences: Examining Socioeconomic and Sex Differences in the Effect of Mental Illness on Institutional Misconduct and Disciplinary Segregation , Rachel E. Severson

Theses/Dissertations from 2019 2019

Dating Application Facilitated Victimization: An Examination of Lifestyle-Routine Activities, Self-Control, and Self-Efficacy , Vanessa Centelles

Social Constructionism and Cultivation Theory in Development of the Juvenile “Super-Predator” , Elizabeth R. Jackson-Cruz

Bystander Intervention, Victimization, and Routine Activities Theory: An Examination of Feminist Routine Activities Theory in Cyber Space , Jennifer A. Leili

Sexual Assault and Robbery Disclosure: An Examination of Black’s Theory of the Behavior of Law , Caitlyn N. Muniz

Mass Shootings and Gun Sales: A Study on the Influence of Red and Blue Power , Maria Jose Rozo Osuna

A Multi-dimensional Macrolevel Study of Drug Enforcement Strategies, Heroin Prices, and Heroin Consumption Rates , Alexander G. Toth

Theses/Dissertations from 2018 2018

The Impact of a Religious/Spiritual Turning Point on Desistance: A Lifecourse Assessment of Racial/Ethnic Differences , Rhissa Briones Robinson

Political Decisions on Police Expenditures: Examining the Potential Relationship Between Political Structure, Police Expenditures and the Volume of Crime Across US States , Xavier D. Burch

Identifying the Personal and Perceived Organizational Characteristics Associated with Job Satisfaction Among Juvenile Probation Staff , Julie M. Krupa

The Role of Organizational Justice in Predicting Attitudes Toward Body-Worn Cameras in Police Officers , Nathaniel L. Lawshe

Yet Another Ferguson Effect: An Exploratory Content Analysis of News Stories on Police Brutality and Deadly Force Before and After the Killing of Michael Brown , Carl Root

The Role of Race/Ethnicity and Risk Assessment on Juvenile Case Outcomes , Tayler N. Shreve

Theses/Dissertations from 2017 2017

Intimate Partner Violence and the Capacity and Desire for Self-Control , Krista Taralynne Brewer

School Shootings in the United States from 1997 to 2012: A Content Analysis of Media Coverage , Victoria N. Iannuzzi

Chronic Runaway Youth: A Gender-Based Analysis , Michelle N. Jeanis

A Test of Wikström’s Situational Action Theory Using Self-Report Data on Intimate Partner Violence , Lauren Nicole Miley

An Exploratory Study of Macro-Social Correlates of Online Property Crime , Hyojong Song

Female Incarceration and Prison Social Order: An Examination of Gender Differences in Prison Misconduct and In-Prison Punishments , Elisa L. Toman

Adverse Childhood Experiences and Their Role as Mitigators for Youthful and Non-Youthful Offenders in Capital Sentencing Cases , Jessica R. Trapassi

Theses/Dissertations from 2016 2016

Disinhibition, Violence Exposure, and Delinquency: A Test of How Self-Control Affects the Impact of Exposure to Violence , Wyatt Brown

The Guilty But Mentally Ill Verdict: Assessing the Impact of Informing Jurors of Verdict Consequences , Erin Elizabeth Cotrone

The Relationship between Psychopathic Personality Traits and Lying , Jason A. Dobrow

Delving into the Heart of Victimization Risk: Examining the Interactive Relationship between Demographic Factors and Context , Amy Sheena Eggers

A Power Conflict Approach to Animal Cruelty: Examining How Economic Power Influences the Creation of Animal Cruelty Laws , Leonard J. Genco

The Role of Gender in Self-Control and Intimate Partner Violence , Laura Marie Gulledge

The Restrictive Deterrent Effect of Warning Banners in a Compromised Computer System , Christian Jordan-Michael Howell

Tactics of Sexual Control and Negative Health Outcomes , Anna Elizabeth Kleppe

The Applicability of Criminology to Terrorism Studies: An Exploratory Study of ISIS Supporters in the United States , Amanda Marie Sharp Parker

The Path to Violent Behavior: The Harmful Aftermath of Childhood Trauma , Nicholas Michael Perez

The Effects of Racial Bias on Perceptions of Intimate Partner Violence Scenarios , Batya Yisraela Rubenstein

Theses/Dissertations from 2015 2015

Reel or Reality? The Portrayal of Prostitution in Major Motion Pictures , Raleigh Blasdell

Psychopathy and Perception of Vulnerability , Barbara Joyce Dinkins

Effect of Empathy on Death Penalty Support in Relation to the Racial Divide and Gender Gap , Brian Godcharles

Exploring the Interactive Effects of Social Learning Theory and Psychopathy on Serious Juvenile Delinquency , Brandy Barenna Henderson

Tampa Electric Company's Big Bend Utility Plant in Hillsborough County, Florida: A Case Study , Lynne M. Hodalski-Champagne

Thirty Year Follow-Up of Juvenile Homicide Offenders , Norair Khachatryan

Organized Crime in Insurance Fraud: An Empirical Analysis of Staged Automobile Accident Rings , Chris Longino

The Role of Social Support in the Disclosure and Recovery Process of Rape Victims , Jessica Nicole Mitchell

Evaluating the Social Control of Banking Crimes: An Examination of Anti-Money Laundering Deficiencies and Industry Success , Erin M. Mulligan

Elite Deviance, Organized Crime, and Homicide: A Cross-National Quantitative Analysis , Carol L.s. Trent

An Evaluation of the Utah First District Mental Health Court: Gauging the Efficacy of Diverting Offenders Suffering With Serious Mental Illness , Stephen Guy VanGeem

Rape, Race, and Capital Punishment in North Carolina: A Qualitative Approach to Examining an Enduring Cultural Legacy , Douglas Wholl

Theses/Dissertations from 2014 2014

The Tattoo: A Mark of Subversion, Deviance, or Mainstream Self-Expression? , Jocelyn Camacho

Juvenile and Adult Involvement in Double Parricide and Familicide in the U.S.: An Empirical Analysis of 20 Years of Data , Averi Rebekah Fegadel

Predicting Successful Drug Court Graduation: Exploring Demographic and Psychosocial Factors among Medication-Assisted Drug Court Treatment Clients , Autumn Michelle Frei

Experimentally Evaluating Statistical Patterns of Offending Typology For Burglary: A Replication Study , Lance Edwin Gilmore

Developmental Trajectories of Physical Aggression and Nonaggressive Rule-Breaking among At-risk Males and Females during Late Childhood and Early Adolescence , Eugena Givens

Predicting Fear of Crime using a Multilevel and Multi-Model Approach: A Study in Hillsborough County , Jonathan Maskaly

Public Knowledge and Sentiments about Elite Deviance , Cedric Michel

The Influence of Community Context on Social Control: A Multi-Level Examination of the Relationship between Race/Ethnicity, Drug Offending, and Juvenile Court Outcomes , Jennifer Peck

Theses/Dissertations from 2013 2013

Assessing the Relationship Between Hotspots of Lead and Hotspots of Crime , Kimberly L. Barrett

A Life-Course Approach to Sexual Offending: Examining the Continuity of Juvenile Sexual Offending into Adulthood and Subsequent Patterns of Recidivism , Maude Beaudry-Cyr

Examining the link between self-control and misconduct in a multi-agency sample of police supervisors: A test of two theories , Christopher Matthew Donner

The Impact of Hyperfemininity on Explicit and Implicit Blame Assignment and Police Reporting of Alcohol Facilitated Rape in a Sample of College Women , Sarah Ehlke

Rurality and Intimate Partner Homicide: Exploring the Relationship between Place, Social Structure, and Femicide in North Carolina , Amelia Kirkland

Self-Control, Attitudinal Beliefs, and White-Collar Crime Intentions , Melissa Anne Lugo

Zero Tolerance for Marginal Populations: Examining Neoliberal Social Controls in American Schools , Brian Gregory Sellers

State-Corporate Crime in the Democratic Republic of Congo , Veronica Jane Winters

Theses/Dissertations from 2012 2012

The Walls Are Closing In: Comparing Property Crime Victimization Risk In Gated And Non-Gated Communities , Nicholas Branic

What Propels Sexual Homicide Offenders? Testing an Integrated Theory of Social Learning and Routine Activities Theories , Heng Choon Chan

A Deadly Way of Doing Business: A Case Study of Corporate Crime in the Coal Mining Industry , Charles Nickolas Stickeler

Deconstructing the "Power and Control Motive": Developing and Assessing the Measurability of Internal Power , Shelly Marie Wagers

Theses/Dissertations from 2011 2011

Assessing racial differences in offending trajectories: A life-course view of the race-crime relationship , Michael S. Caudy

Mental Health Courts Effectiveness in Reducing Recidivism and Improving Clinical Outcomes: A Meta-Analysis , Brittany Cross

General Strain Theory and Juvenile Delinquency: A Cross-Cultural Study , Wen-Hsu Lin

General Strain Theory, Race, and Delinquency , Jennifer Peck

Developmental Trajectories of Self-Control: Assessing the Stability Hypothesis , James Vance Ray

Explaining the "Female Victim Effect" in Capital Sentencing Decisions: A Case for Sex-Specific Models of Capital Sentencing Research , Tara N. Richards

A Multilevel Model of Police Corruption: Anomie, Decoupling, and Moral Disengagement , Ruth Zschoche

Theses/Dissertations from 2010 2010

The Emotional Guardianship of Foreign-Born and Native-Born Hispanic Youth and Its Effect on Violent Victimization , Amy Sheena Eggers

The Influence of Narcissism and Self-Control on Reactive Aggression , Melissa L. Harrison

Is There an "Innocent Female Victim" Effect in Capital Punishment Sentencing? , Amelia Lane Kirkland

An Analysis of the Influence of Sampling Methods on Estimation of Drug Use Prevalence and Patterns Among Arrestees in the United States: Implications for Research and Policy , Janine Kremling

A Pathway to Child Sex Trafficking in Prostitution: The Impact of Strain and Risk-Inflating Responses , Joan A. Reid

Victimization Among Individuals With Low Self-Control: Effects on Fear Versus Perceived Risk of Crime , Casey Williams

Theses/Dissertations from 2009 2009

Domestic Violence Within Law Enforcement Families: The Link Between Traditional Police Subculture and Domestic Violence Among Police , Lindsey Blumenstein

Rape Attitudes and Beliefs: A Replication Study , Rhissa Emily Briones

Reel Images: Representations of Adult Male Prisons by the Film Industry , Melissa E. Fenwick

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Study Suggests Genetics as a Cause, Not Just a Risk, for Some Alzheimer’s

People with two copies of the gene variant APOE4 are almost certain to get Alzheimer’s, say researchers, who proposed a framework under which such patients could be diagnosed years before symptoms.

By Pam Belluck

Scientists are proposing a new way of understanding the genetics of Alzheimer’s that would mean that up to a fifth of patients would be considered to have a genetically caused form of the disease.

Currently, the vast majority of Alzheimer’s cases do not have a clearly identified cause. The new designation, proposed in a study published Monday, could broaden the scope of efforts to develop treatments, including gene therapy, and affect the design of clinical trials.

It could also mean that hundreds of thousands of people in the United States alone could, if they chose, receive a diagnosis of Alzheimer’s before developing any symptoms of cognitive decline, although there currently are no treatments for people at that stage.

The new classification would make this type of Alzheimer’s one of the most common genetic disorders in the world, medical experts said.

“This reconceptualization that we’re proposing affects not a small minority of people,” said Dr. Juan Fortea, an author of the study and the director of the Sant Pau Memory Unit in Barcelona, Spain. “Sometimes we say that we don’t know the cause of Alzheimer’s disease,” but, he said, this would mean that about 15 to 20 percent of cases “can be tracked back to a cause, and the cause is in the genes.”

The idea involves a gene variant called APOE4. Scientists have long known that inheriting one copy of the variant increases the risk of developing Alzheimer’s, and that people with two copies, inherited from each parent, have vastly increased risk.

The new study , published in the journal Nature Medicine, analyzed data from over 500 people with two copies of APOE4, a significantly larger pool than in previous studies. The researchers found that almost all of those patients developed the biological pathology of Alzheimer’s, and the authors say that two copies of APOE4 should now be considered a cause of Alzheimer’s — not simply a risk factor.

The patients also developed Alzheimer’s pathology relatively young, the study found. By age 55, over 95 percent had biological markers associated with the disease. By 65, almost all had abnormal levels of a protein called amyloid that forms plaques in the brain, a hallmark of Alzheimer’s. And many started developing symptoms of cognitive decline at age 65, younger than most people without the APOE4 variant.

“The critical thing is that these individuals are often symptomatic 10 years earlier than other forms of Alzheimer’s disease,” said Dr. Reisa Sperling, a neurologist at Mass General Brigham in Boston and an author of the study.

She added, “By the time they are picked up and clinically diagnosed, because they’re often younger, they have more pathology.”

People with two copies, known as APOE4 homozygotes, make up 2 to 3 percent of the general population, but are an estimated 15 to 20 percent of people with Alzheimer’s dementia, experts said. People with one copy make up about 15 to 25 percent of the general population, and about 50 percent of Alzheimer’s dementia patients.

The most common variant is called APOE3, which seems to have a neutral effect on Alzheimer’s risk. About 75 percent of the general population has one copy of APOE3, and more than half of the general population has two copies.

Alzheimer’s experts not involved in the study said classifying the two-copy condition as genetically determined Alzheimer’s could have significant implications, including encouraging drug development beyond the field’s recent major focus on treatments that target and reduce amyloid.

Dr. Samuel Gandy, an Alzheimer’s researcher at Mount Sinai in New York, who was not involved in the study, said that patients with two copies of APOE4 faced much higher safety risks from anti-amyloid drugs.

When the Food and Drug Administration approved the anti-amyloid drug Leqembi last year, it required a black-box warning on the label saying that the medication can cause “serious and life-threatening events” such as swelling and bleeding in the brain, especially for people with two copies of APOE4. Some treatment centers decided not to offer Leqembi, an intravenous infusion, to such patients.

Dr. Gandy and other experts said that classifying these patients as having a distinct genetic form of Alzheimer’s would galvanize interest in developing drugs that are safe and effective for them and add urgency to current efforts to prevent cognitive decline in people who do not yet have symptoms.

“Rather than say we have nothing for you, let’s look for a trial,” Dr. Gandy said, adding that such patients should be included in trials at younger ages, given how early their pathology starts.

Besides trying to develop drugs, some researchers are exploring gene editing to transform APOE4 into a variant called APOE2, which appears to protect against Alzheimer’s. Another gene-therapy approach being studied involves injecting APOE2 into patients’ brains.

The new study had some limitations, including a lack of diversity that might make the findings less generalizable. Most patients in the study had European ancestry. While two copies of APOE4 also greatly increase Alzheimer’s risk in other ethnicities, the risk levels differ, said Dr. Michael Greicius, a neurologist at Stanford University School of Medicine who was not involved in the research.

“One important argument against their interpretation is that the risk of Alzheimer’s disease in APOE4 homozygotes varies substantially across different genetic ancestries,” said Dr. Greicius, who cowrote a study that found that white people with two copies of APOE4 had 13 times the risk of white people with two copies of APOE3, while Black people with two copies of APOE4 had 6.5 times the risk of Black people with two copies of APOE3.

“This has critical implications when counseling patients about their ancestry-informed genetic risk for Alzheimer’s disease,” he said, “and it also speaks to some yet-to-be-discovered genetics and biology that presumably drive this massive difference in risk.”

Under the current genetic understanding of Alzheimer’s, less than 2 percent of cases are considered genetically caused. Some of those patients inherited a mutation in one of three genes and can develop symptoms as early as their 30s or 40s. Others are people with Down syndrome, who have three copies of a chromosome containing a protein that often leads to what is called Down syndrome-associated Alzheimer’s disease .

Dr. Sperling said the genetic alterations in those cases are believed to fuel buildup of amyloid, while APOE4 is believed to interfere with clearing amyloid buildup.

Under the researchers’ proposal, having one copy of APOE4 would continue to be considered a risk factor, not enough to cause Alzheimer’s, Dr. Fortea said. It is unusual for diseases to follow that genetic pattern, called “semidominance,” with two copies of a variant causing the disease, but one copy only increasing risk, experts said.

The new recommendation will prompt questions about whether people should get tested to determine if they have the APOE4 variant.

Dr. Greicius said that until there were treatments for people with two copies of APOE4 or trials of therapies to prevent them from developing dementia, “My recommendation is if you don’t have symptoms, you should definitely not figure out your APOE status.”

He added, “It will only cause grief at this point.”

Finding ways to help these patients cannot come soon enough, Dr. Sperling said, adding, “These individuals are desperate, they’ve seen it in both of their parents often and really need therapies.”

Pam Belluck is a health and science reporter, covering a range of subjects, including reproductive health, long Covid, brain science, neurological disorders, mental health and genetics. More about Pam Belluck

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