Lecture Notes For Multicultural Law Enforcement: Strategies for Peacekeeping in a Diverse Society, 7th Edition

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Online Instructor’s ManualforMULTICULTURAL LAWENFORCEMENT:STRATEGIES FOR PEACEKEEPING IN A DIVERSESOCIETYSeventh EditionRobert M. Shusta • Deena R. Levine • Aaron T. OlsonCLASSNOTES

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iiiCONTENTSPrefacevPart 1Impact of Cultural Diversity on Law EnforcementChapter 1Multicultural Communities: Challenges for Law Enforcement1Chapter 2The Changing Law Enforcement Agency: A Microcosm of Society8Chapter 3Multicultural Representation in Law Enforcement:Recruitment, Retention, and Promotion14Chapter 4Cross-Cultural Communication for Law Enforcement18Part 2Cultural and Community Specifics for Law EnforcementChapter 5Law Enforcement Contact with Asian/Pacific Americans30Chapter 6Law Enforcement Contact with African Americans32Chapter 7Law Enforcement Contact with Latino/Hispanic Americans35Chapter 8Law Enforcement Contact with Arab Americans and OtherMiddle Eastern Groups37Chapter 9Law Enforcement Contact with Native Americans40Chapter 10 Law Enforcement Contact with Gangs, Victims of HumanTrafficking, the Homeless, and the Mentally Ill43Part 3Response Strategies for Crimes Motivated by Hate/Bias and RacialProfilingChapter 11 Hate/Bias Crimes50Chapter 12 Racial Profiling58

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ivCONTENTSTestbank Word ExportsChapter 1Multicultural Communities: Challenges for Law Enforcement64Chapter 2The Changing Law Enforcement Agency: A Microcosm of Society71Chapter 3Multicultural Representation in Law Enforcement: Recruitment,Retention, and Promotion79Chapter 4Cross-Cultural Communication for Law Enforcement86Chapter 5Law Enforcement Contact with Asian/Pacific Americans93Chapter 6Law Enforcement Contact with African Americans100Chapter 7Law Enforcement Contact with Latino/Hispanic Americans106Chapter 8Law Enforcement Contact with Arab Americans and OtherMiddle Eastern Groups112Chapter 9Law Enforcement Contact with Native Americans119Chapter 10 Law Enforcement Contact with Gangs, Victims of HumanTrafficking, the Homeless, and the Mentally Ill126Chapter 11 Hate/Bias Crimes135Chapter 12 Racial Profiling146

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vPREFACEThis manual is designed to accompanyMulticultural Law Enforcement: Strategiesfor Peacekeeping in a Diverse Society, 7th edition. We hope that you will find theInstructor's Manual a helpful supplement toMulticultural Law Enforcement:Strategies for Peacekeeping in a Diverse Society. The instructor should also utilizethe PowerPoint slides and Test Bank available from the publisher.THE CONTROVERSIAL TOPIC OF CULTURAL DIVERSITYIN LAW ENFORCEMENTFrom the authors' collective training experience in law enforcement, we adviseinstructors to expect resistance from some students to the topic of cultural diversity.As discussed in the first section of Chapter 1, some students may not see that there isanything special that needs to be addressed with regard to changing demographics. Asentiment among some officers may be, “Treat everyone fairly and with respect. Don'ttreat people differently just because of their background.” The instructor should putsome thought into dealing with controversy in the classroom before beginning acourse or training of this nature, and he or she should establish guidelines with thestudents. Following are our suggestions:1.Listen fully to the student's opinion, resisting the temptation to interrupt ordisagree.2.Establish from the beginning of the class that students must give each otherrespect for diverse viewpoints; the instructor should be the first to model thisrespect.3.Establish that students can agree to disagree, but students must control thetemptation to confront or accuse one another.4.Remind students that they themselves are a diverse group (point out: age, gender,ethnicity, education level, and geographic differences) and talk about how eachperson'srespectivebackgroundcontributestowidelydifferentperceptions,experiences, and reality.5.Point out that if students have a difficult time acknowledging the diversity ofviewpoints in their own class in a professional manner, they may tend to becomeeasily inflamed with citizens. Calm and controlled communication in class is goodpractice.6.Require that, as a skill that can be transferred to day-to-day policing, all studentswork on using communication skills to defuse conflict, rather than to escalate it.7.Remind students of the following if they continue to resist the importance ofcultural diversity and its impact on law enforcement:a.Historically, the relations between minorities and police have been poor andthis affects officer–citizen contact today.b.Dealing with citizens whose mother tongue is not English requires specialunderstanding and skill in order for communication to be effective—this factshould have nothing to do with officers' views on the use of other languages(i.e., some students may put forth the argument that “they” are in this countrynow and should be speaking English. Whatever one's personal opinion is,

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vireality calls for the necessity of communication with non—or limited Englishspeakers).c.Many new immigrants do not generally understand the system upon theirarrival in the United States and, therefore, require more time and patience fromlaw enforcement personnel.d.Much modern-day prejudice toward minorities on the part of law enforcementofficials has been documented.It is still a serious problem on the job and onthe streets.While this obviously does not imply that all officers act on theirprejudices, it is unrealistic to argue that prejudice in law enforcement isnonexistent.Finally, some students/officers feel that the topic of cultural diversity in lawenforcement training has received undue attention and is consistently overemphasized.It should be pointed out from the beginning of a training program or class session thatcultural diversity is a high priority subject along with many other topics. Abreakthrough in law enforcement will be made when officers take it for granted thatcultural diversity deserves a regular place in the curriculum.ISSUES REGARDING CULTURAL DIVERSITY TRAINERSAND INSTRUCTORS IN LAW ENFORCEMENTThe individual selected to conduct cultural diversity classes in the law enforcementagency must not only be skilled at leading discussion, but must also be able toencourage open communication on racial, ethnic, lifestyle, and gender issues. This isachieved more easily if the class is heterogeneous, that is, if there are students of allbackgrounds present. Keep in mind, however, that some classes should be divided byrank so that free communication can take place (i.e., a class with lieutenants orcaptains may result in sergeants not participating).The careful choice of instructors or trainers can prevent a backlash that has sometimesbeen sparked by cultural diversity training. Members of an organization who may feelthreatened by the increased numbers of diverse employees (including women at thehigher ranks) may perceive that the training is a vehicle designed to make people feelguilty because of past injustices. A good instructor will not create this impression andwill avoid, at all costs, an “us versus them” approach (i.e., a blame approach). Instead,the instructor will emphasize the practical knowledge and skills that accompany cross-cultural understanding, emphasizing, in particular, the increased officer safety, whichresults from positive interactions with citizens.Ideally, mixed teams (men and women, people from all racial backgrounds) shouldlead this instruction. Serious problems can arise when the following occurs:1.Training reflects a narrow view of which cultural differences should be valued(i.e., people from certain backgrounds feel that other cultures are valued more inthe training than their own).2.Training appears to be a course in “political correctness” and not one that is trulydesigned to assist officers and students of law enforcement.

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vii3.Training is superficial and implemented as a result of a negative situation (e.g., alawsuit against an agency, an investigation).4.Training is not connected to the organization's overall mission regarding diversity(or the agency has not even considered diversity as an organizational issue).5.Non-law enforcement trainers or community speakers have had conflicts with thepolice and a bias against police comes through in the training.6.Training is too theoretical or academic.7.Trainers/instructors do not model the philosophy or skills associated with apositive attitude toward diversity (e.g., joking about gays, using derogatory termsto define a group).8.Training is aimed at changing only one group of people, rather than looking athow people need to function together (e.g., in a multicultural workforce).We encourage instructors and trainers to prepare students for the need to understandpolicing and criminal justice work in multicultural communities.

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1CHAPTER 1MULTICULTURAL COMMUNITIES:CHALLENGES FOR LAWENFORCEMENTChapter SummaryChapter 1 presents a variety of challenges associated with cultural diversity and itsimpact on law enforcement. Diversity can impact the nature and perception of crimeitself and directly or indirectly have an effect on the methods that law enforcementofficers use to respond to and interact with citizens. Chapter 1 also discusses policeprejudice and bias, both implicit and explicit, and their relationship to police work anddecision-making.Learning ObjectivesAfter reading this chapter, you should be able to:•Discuss the impact of diversity on law enforcement and the corresponding need forcommunity policing outreach programs.•Understand past and current reactions to the U.S. multicultural society.•Summarize key demographic trends related to minority and foreign-born populationsin the United States and globally.•Provide an understanding of aspects of immigration to the United States.•Define “culture” and “ethnocentrism” and discuss their relevance to lawenforcement.•List the primary and secondary dimensions of diversity as well as generationaldifferences among immigrant and ethnic groups.•Apply the concepts of stereotyping, prejudice, and implicit bias to police work.•Describe ways that law enforcement leaders and managers can promote bias-freepolicing in a multicultural society.Chapter Outline1.Introduction2.The Interface of Law Enforcement and Diverse Communitiesa. Community Policing Outreach: Breaking Down Mutual Stereotypes

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23.Attitudes about the Multicultural Society: Past and Presenta.The Melting Pot and the Mosaicb.Changing Populationc.Minority Populations4.Global Migration, Refugees and Immigrants in the United Statea.The Foreign-Born Population in the United Statesb.European Immigrationc.Distinction between Immigrants and Refugeesd.Unauthorized Immigrants and Related Terminologye.Asylum Seekersf.Battered Immigrant Womeng.Fear of Deportation, Law Enforcement and ICEh.Undocumented Immigrants: The “U” Visa and Safe Reporting of Crimes4.Culture and Its Relevance to Law Enforcementa.The Definition of Cultureb.Mini Case Studies and Culture Practices: Does Culture Matter?5.Dimensions of Diversitya.Primary Dimensions of Diversityb.Secondary Dimensions of Diversityc.Further Diversity Within and Among Ethnic Groupsd.General Distinctions among Generations of Immigrantse.Intersection of Diversity Factors6.Prejudice and Bias in Law Enforcementa.Prejudice and Biasb.How Prejudice Influences Peoplec.Implicit Bias7.Police Leadership in a Multicultural Societya.Challenging Others’ Expressions of Prejudiceb.Mandating Changec.Image and Professionalism with Diverse Communities8.Summary

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39.Discussion Questions and IssuesPowerPoint SlidesPowerPoint slides are provided on the Instructor Resource Center. These reflect keycontent from the headings and sub-headings listed above.Optional Classroom Exercises and DiscussionThe following activities supplement the discussion questions at the end of the chapter:1. Three Scenarios: Cross-Cultural-Police/Citizen ScenariosTo further reinforce the idea that the growing diversity in our population hasrelevance to officers and other law enforcement personnel in their day-to-day work onthe streets as well as in the workplace, the instructor presents the following threescenarios for discussion. In analyzing each one (whether in small or large groups)students should keep in mind that, as officers, they will be held to the higheststandards in terms of modeling cross-cultural respect. Behavior that does not modelrespect perpetuates the outdated stereotype of law enforcement representatives asinsensitive to the concerns of diverse community groups.Procedure for discussion and suggestions for action follow the three scenarios.a.The Cartoon: An African American officer complains to his shift supervisorthat posted on one of the main bulletin boards in the squad room is a cartooncaricature with his name under it. The picture depicts a black male with abone drawn through his nose. The caption under the picture thanked theofficer for his willingness to “model the new department headgear.” Thiscartoon has been up for at least a day and everyone passes it on their way inand out of the main room. Therefore, at least a couple of supervisors haveseen this cartoon.What should happen?b.Stereotypes and Suspicion: A call comes over dispatch that a security guard ata shopping mall in a predominantly white neighborhood has seen fourHispanic males. The security guard reports that they are gang membersbecause they are all wearing matching leather jackets and red ball caps. Hereports that they have just opened and closed their car trunk and are nowentering the mall. The security guard notifies the merchants, some of whomimmediately begin closing their stores. You are the officer in the vicinity ofthe mall who responds to the call just as the juveniles are leaving the mall andare heading toward their car. In the meantime, several merchants continue tobe anxious about the “gang members,” leaving their stores closed.What should happen?c.Relations among Community Groups: You are a police officer in an agencythat has been involved in community-oriented policing for several years. Youare working in a neighborhood where there has been conflict between Korean

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4Americans and African Americans. You have been summoned to a KoreanAmerican store where the Korean clerk has made a citizen's arrest on anAfrican American youth for petty theft. A group of African Americans hasgathered to protest the arrest. They are angry, but they are not hostile to youand your backup officer. There are several ways you could approach thismulticultural community problem, and some of the ways would probablyignite the situation more than necessary. What do you think is the best way tohandle the situation (i.e., with tact and sensitivity), given the animositybetween the two groups?What should happen?Notes to the InstructorProcedure: Have students brainstorm (either in one large group or several small ones)what should happen in each of the following scenarios. When evaluating the students'responses, the instructor should consider how many of the following ideas thestudents discussed and should encourage additional creative suggestions made bystudents.Suggestions: The following are suggestions for dealing with the scenarios describedabove. The instructor may have to modify the suggestions based on laws, policies, andprocedures of the students, officers, community, or workplace.1.The Cartoona.ThesupervisorlistensrespectfullyandshowsempathytotheAfricanAmerican officer; she/he asks if there have been other incidents.b.The supervisor reassures the officer that the matter will be investigated andappropriate discipline meted out if the responsible party is identified.c.The supervisor immediately removes the cartoon with the idea of identifyingthe responsible party (even if it takes dusting for fingerprints).d.The supervisor makes a full report and includes notes of interviews with theofficer/employee whom he thinks is responsible. She or he finds out if therehave been other incidents.e.The supervisor notifies his or her supervisor and submits a report. Notificationcontinues up the chain of command to the chief of police.f.If there is an internal affairs investigator(s), a follow-up investigation shouldtake place.g.Chiefrankingofficer(CRO)issuesamemotoallemployeesadvisinggenerallythatsuchactions(i.e.,postingofracistcartoons)andracist/prejudicial behaviors will not be tolerated.h.CRO mentions departmental general orders covering fact that this occurrenceviolated department policy. Memo indicates that the person violating generalorders will be disciplined immediately and that discipline will range depending

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5on the severity of the violation. CRO may ask anyone with information tocome forward.i.Whereappropriate,thesupervisorarrangesfordiscussionamongofficers/employees affected. The supervisor encourages a dialogue betweenparties to increase awareness of the effects of the racist actions.j.The supervisor or manager looks through department training from the pastyear as it relates to diversity or ethics to see if this type of issue has beendiscussed.He or she makes sure that all training of this nature is documented(if not videotaped) to counter an officer's assertion that “we never coveredthis.”k.The supervisor should discuss the issue oneveryshift during briefings and staffmeetings. He or she must emphasize strongly that this type of behavior will notbe tolerated.2.Stereotypes and SuspicionOfficers do not have probable cause (PC) to stop Hispanic males to investigatepossible crimes. Officers cannot detain Hispanics just based on how they aredressed. The officer's dilemma is that mall security/management and store ownerswill demand some actionand will complain if nothing is done. Officers could:a.Record license number of the car and look through the windows to determine ifthere is anything suspicious inside that provides PC and run license plate forwants and warrants.b.Approach Hispanic malesin a friendly manner and not as possible gangmembersand ask if they can talk about the store owners' and mall security'sconcerns.c.If they are cooperative, officers can simply request names and ask friendly,open-ended questions about what they are doing at the mall.d.Security and mall management should be interviewed: Did a crime occur? Ifnot, they should be informed of what actions officers can legally take.e.Officers and security should inform stores that closed that no known crime hastaken place; they should explain what officers can legally do and not do.f.Assuming there has been no trouble, officers can provide a small amount of“community education” by explaining to the parties concerned that many goodkids are dressed like gang members, but should not be stereotyped.g.While advising security and store owners to remain cautious at all times,officers can model tolerance and non-prejudicial attitudes.h.The department should make sure that it has an ongoing positive relationshipwith the ethnic community involved and should, bringing in members fromthat community, offer a brief training to mall security and store owners.Community members should discuss stereotypes, and law enforcement shouldpresent information on what to look for when identifying a gang member. Thisis a proactive and preventive approach to the problem.

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6Note:In San Mateo, California, a shopping center settled a civil rights suit byagreeing not to discriminate against teens wearing “gang-style” clothing, andto pay $30,000 to four teenagers who say they were illegally ejected bysecurity guards.The instructor could conclude the discussion of the scenariowith this fact.3.Relations among Community Groupsa.In most states/localities, this youth can be released on a citation to appear incourt (juvenile, or, if over 18, adult court).b.Scenario does not indicate age of youth—if younger than 18 years old, parentcould be summoned to scene and youth released with citation/notice to appearin court.c.Community-based policing involves the officer having contacts from variouscommunity groups. Officer should identify individuals from the Korean andAfrican American community who can assist in mediating problems. Officershould not feel that she/he is the only solution in the conflict, but shouldwelcome and encourage community members' help.d.Officer should listen to both sides—What does each side want? What are theirgrievances?Arethereotherproblemsthatneedtobeinvestigatedandaddressed?e.Officer should document problems and tell parties what course of action willbe taken.f.Officers should set date to meet with parties again and should get names for thefollow-up.g.Officers can encourage community leaders to arrange to get together tobrainstorm ways in which their respective communities can reduce tensionsand conflicts. Wherever possible, officer should attend meetings and help tomediate.h.Officers need to realize that this is not an isolated event, i.e., there most likelyhave been issues and tensions leading up to the incident. The departmentmanagement needs to put into place a “distant early warning system”* andshouldmonitorcommunityrelationsthroughthemediaandthroughcommunication with community leaders.i.After an incident of this nature, the department leaders should considerinitiating a rally with members of both communities. The rally, with the policeinvolved, would show the rest of the citizens that there is unity and that mostindividuals in the ethnic groups concerned want peaceful relations.* The authors wish to thank Retired Deputy Chief Ondra Berry of the Reno,Nevada PD for his ideas on the “early warning system.” He speaks ofpreventive, pro-active initiatives as “front-end programming” and positiveactions taken after a negative incident as “back-end programming.” Forexample, in anticipation of trouble in Reno after the verdict in one of the mostwell-known police brutality cases two decades ago (the Rodney King case),

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7the chief of Reno PD initiated a rally and walked with community members ofall races and ethnicities. Citizens had a direction for their reactions to theverdict and channeled their energy into peaceful protest.4.Community SurveyingThe officer/student can continue to learn more about communities by surveyingleaders and representatives in various communities. This type of exercise willreveal more than can be taught in a classroom setting and will complement thecultural information offered in this text. When community leaders are surveyed orinterviewed, the following types of questions should be asked:a.What is the size of the group relative to the city's population?b.What are the economic, social, and political concerns of the group?c.What are their issues, if any, with law enforcement?d.How much contact, both positive and otherwise, do they have with lawenforcement?e.What type of training should be offered to law enforcement in order for thecommunity to be better understood?f.Which leaders and institutions should law enforcement know about if questionsor the need for referrals arise?Notes to the InstructorThe instructor may wish to expand upon the content on the multicultural population,including the foreign born population, in specific regions and metropolitan areas byusing additional census information available through the U.S. Census Bureauwebsite. Instructors can encourage students to research the ethnic, cultural, and racialdiversity unique to their local and regional communities.Optional Student AssignmentsThe instructor may wish to assign students the following for written analysis:A. Cases noted throughout the textbook chaptersB.Chapter-end questionsC.Essay questions found in Test Bank for each chapter

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8CHAPTER 2THE CHANGING LAW ENFORCEMENTAGENCY: A MICROCOSM OF SOCIETYChapter SummaryChapter 2 analyzes the demographic changes within law enforcement agencies and thereactions to diversity in the workplace as they pertain to law enforcement. The chapterprovides data on women, gay men, and lesbians in law enforcement. Its content coverswhat chief executives and management need to do in order to provide a safeenvironment for employees from all backgrounds.Learning ObjectivesAfter reading this chapter, you should be able to:1.Identify how the ethnic, racial, gender, and lifestyle composition of lawenforcement agencies is changing in the United States.2.Define racism and understand the steps organizational managers and supervisorscan take to identify and control prejudicial conduct by employees.3.Describe methods for defusing conflicts within the organization and communityrelated to issues of gender, sexual orientation, race, and ethnicity.4.Explain the history of women in law enforcement, the issues confronting them,and how support and mentoring programs help them make transitions into theworkplace.5.Define the LGBTQ and gender identity.6.Explain how law enforcement chief executives must convey zero tolerance fordiscrimination based on sexual orientation.7.Explain the role of police department leadership in providing a workplaceenvironment that is inclusive of all employees.Chapter Outline1.Introduction2.Changing Workforcea.Law Enforcement Diversity: A Microcosm of Societyb.Local Police Departments

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9c.Sheriffs’ Offices3.Racism within Law Enforcement Workforcea.Defusing Racially and Culturally Rooted Conflicts in the Workplaceb.Conflict Resolution Tipsc.Departmental General Order for Control of Prejudicial Conductd.Police Organizationse.Assignments Based on Diversity4.Women in Law Enforcementa.Women in the Workforceb.Number of Women in Law Enforcementc.Workplace Issuesd.Mentor and Informal Networking Programs for Womene.The Transition of Women into Law Enforcement5.LGBTQ Employees in Law Enforcementa.Policy versus Practiceb.Recruitmentc.Changing Attitudesd.Differences in Treatment of LGBTQ Officerse.The Transition of LGBTQ Individuals into Law Enforcementf.Discrimination and Harassment against LGBTQ Enforcement Officersg.Potential Consequences of Discrimination and Harassment in theWorkplaceh.Statutes and Company Policy Pertaining to Discrimination Based onSexual Orientationi.Training on LGBTQ Issues6.Commitment, Leadership, and Management in the Diverse Workforcea.The Role of the Chief Executiveb.Community Relations and Support

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