Education and Professional Law Enforcement

Germann, A. C.

doi:10.2307/1141922

Cited by 8 publications

(2 citation statements)

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“…Most of the extensive literature concerning the "professionalization" of police advocates increasing levels of educational attainment as essential to that goal (Alex, 1967;American Bar Association, 1974;Bayley & Mendelsohn, 1969;Black, 1968;Bordua & Reiss, 1966;Brandstatter, 1970;Brereton, 1961;Carrington, 1970;Chess, 1960;Chevigny, 1969;Clark, 1971;Cross, 1964;Danish & Brodsky, 1970;Germann, 1967Germann, , 1971Higgins, 1969;Hoover, 1975;Kooken, 1957;Leonard, 1964;Misner, 1963;Myren, 1960;Niederhoffer, 1967;Piliavin, 1973;Roberts, 1961;Rudwick, 1960;Sheehan, 1969;Stoddard, 1968;Whelton, 1971). However, little data exist pertinent to the issue (Schell et al,Note 13), and Hoover (1975) points out that the ways in which performance is expected to improve as a consequence of college education have not been specified.…”

Section: Significance Of Higher Educationmentioning

confidence: 99%

“…Some informed critics remain unconvinced that college-educated, largely middle-class men necessarily make better police officers. They are of the opinion that despite higher competitive salaries, well-educated persons do not find a police career attractive-at least within police organizations as they are presently constituted (Cray, 1972;Cross, 1964;Germann, 1967;Higgins, 1969;Myren, 1960;Piliavin, 1973;Wilson, 1968). It may be that the attitudinal socialization and behavioral shaping to which one is subject as a member of a police department is such that "attracting better people to the same old job is not necessarily an improvement .…”

Section: Significance Of Higher Educationmentioning

confidence: 99%

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Industrial-organizational psychology and the police.

Lefkowitz

1977

American Psychologist

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Research data and professional opinion on police and police organisations are reviewed from the perspectives of industrial-organizational psychology. These conclusions appear justified: (a) Security and social needs and the need for a structured leadership environment are significant aspects of occupational choice; (b) police report somewhat lower job satisfaction than other occupational groups; (c) the directive, paramilitary command structure of most police departments coincides with police officers' preferences for that leadership style but masks their considerable discretionary powers; (d) the practice of police personnel administration includes few adequate measures of individual performance or organizational effectiveness; (e) both positive and negative consequences of college education for police officers have 'been observed; (/) the validation of selection tests and other predictors is the most active area of personnel research and represents a movement away from the less empirical"screening out" of the "unfit" on a priori standards; (g) many of those validation studies are methodologically flawed and do not culminate in practical selection procedures that may be implemented; and (h) the origins of modal police personality attributes have not been specified adequately although they are usually ascribed to organizational socialization. Suggestions are made for future research in this field.

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Section: Significance Of Higher Educationmentioning

confidence: 99%

Section: Significance Of Higher Educationmentioning

confidence: 99%

Industrial-organizational psychology and the police.

Lefkowitz

1977

American Psychologist

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Dangers of police professionalization: An empirical analysis

Smith

1978

Journal of Criminal Justice

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Criminal justice education in the United States: A profile

Bennett

Marshall

1979

Journal of Criminal Justice

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Various commissions from the Wickersham (1931) to the National Advisory Commission on Higher Education for Police (1978) have calledfor the upgrading of police educational levels. Junior colleges, colleges and universities have responded by creating a plethora of educational programs. However, currently, little is known about the nature, form, or practice of criminal justice education in the United States. In attempting to fill this void, data from the Law Enforcement Education Program (LEEP) are presented concerning the number of students, criminal justice majors, and degrees awarded as well as institutional control, location, and type. These previously unpublished data are presented in a primary form Cfrequency distributions and cross-tabulations) to allow the reader to draw conclusions about the nature and scope of criminal justice education. Brief interpretations, however, are provided.

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Education and Professional Law Enforcement

Cited by 8 publications

References 0 publications

Industrial-organizational psychology and the police.

Industrial-organizational psychology and the police.

Dangers of police professionalization: An empirical analysis

Criminal justice education in the United States: A profile

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