Teaching about domestic violence and racism is a formidable task that requires the inclusion of material that challenges dominant ideologies about race and gender. A recent training for police officers about domestic violence and racism serves as a good example of how challenging the task can be. Drawing from this 1-day police training, from existing pedagogical literature, and from the authors’ collective experiences teaching about these issues, the authors address challenges encountered and propose strategies to mitigate them. The authors propose a multilevel approach to implementing strategies to address these challenges, which includes ongoing involvement during three stages of the training.
Baker, M. (1985). Cops: Their lives in their own words. New York: Pocket Books.
2.
Beauchesne, L. (1999). North American research on women entering the police force: Difficulties of integration in a masculine organizational culture. Deviance et Societe, 23, 341-362.
3.
Bohmer, S., & Briggs, J. L. (1991). Teaching privileged students about gender, race, and class oppression. Teaching Sociology, 19, 154-163.
4.
Buzawa, E. S., & Buzawa, C. G. (1990). Domestic violence: The criminal justice response. Newbury Park, CA: Sage.
5.
Collins, P. H. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
6.
Davis, N. (1992). Teaching about inequality: Student resistance, paralysis, and rage. Teaching Sociology, 20, 232-238.
7.
De Bose, J. W. (2000). The impact of interracial contact on stereotypical perceptions. Unpublished doctoral dissertation, University of Nevada, Las Vegas.
8.
Eckstein, R., Schoenike, R., & Delaney, K. (1995). The voice of sociology: Obstacles to teaching and learning the sociological imagination. Teaching Sociology, 23, 353-363.
9.
Fandt, P. M., & Stevens, G. E. (1991). Evaluation bias in the business classroom: Evidence relating to the effects of previous experiences. Journal of Interdisciplinary and Applied Psychology, 125, 469-478.
10.
Ferraro, K. J. (1993). Cops, courts, and woman battering. In P. B. Bart & E. G. Moran (Eds.), Violence against women: The bloody footprints (pp. 165-176). Newbury Park, CA: Sage.
11.
Fletcher, C. (1992). Pure cop. New York: St. Martin’s.
12.
Fong, M. (1997). The crossroads of language and culture. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 207-213). Belmont, CA: Wadsworth.
13.
Frankenberg, R. (1993). White women, race matters: The social construction of whiteness. Minneapolis: University of Minnesota Press.
14.
Gardner, S. (1993). Teaching about domestic violence: Strategies for empowerment. National Women’s Studies Association Journal, 5, 94-102.
15.
Haddad, A., & Lieberman, L. (2002). From student resistance to embracing the sociological imagination: Unmasking privilege, social conventions, and racism. Teaching Sociology, 30, 328-341.
16.
Haralick, J. (1990). Public issues and private troubles: Teaching suicide prevention techniques in introductory sociology. Teaching Sociology, 18, 193-202.
17.
Lonsway, K., Carrington, S., Aguirre, P., Wood, M., Moore, M., Harrington, P., et al. (2002). Equality denied: The status of women in policing: 2001. Washington, DC: National Center for Women & Policing.
18.
Martin, J. N. (1997). Understanding whiteness in the United States. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 54-62). Belmont, CA: Wadsworth.
19.
Messerschmidt, J. W. (1993). Masculinities and crime: Critique and reconceptualization of theory. Lanham, MD: Rowman and Littlefield.
20.
Micheels, P. A. (1994). The detectives. New York: St. Martin’s.
21.
Miller, J., & Chamberlin, M.. (2000). Women are teachers, men are professors: A study of student perceptions. Teaching Sociology, 28, 283-298.
22.
Miller, S. L. (1998). The tangled web of feminism and community policing. In S. L. Miller (Ed.), Crime control and women: Feminist implications of criminal justice policy (pp. 95-112). Thousand Oaks, CA: Sage.
23.
Mills, C. W. (1959). The sociological imagination. New York: Oxford University Press.
24.
Omi, M., & Winant, H. (1994). Racial formation in the United States: From the 1960s to the 1990s. New York: Routledge.
25.
Paoline, E. A., Myers, S. M., & Worden, R. E. (2000). Police culture, individualism, and community policing: Evidence from two police departments. Justice Quarterly, 17, 575-605.
26.
Prokos, A., & Padavic, I. (2002). “There oughtta be a law against bitches”: Masculinity lessons in police academy training. Gender, Work and Organization, 9, 439-459.
27.
Reaves, B. A. (1996). Local police departments. Washington, DC: U.S.Department of Justice.
28.
Schaefer, R. T. (2001). Racial and ethnic groups. Upper Saddle River, NJ: Prentice Hall.
29.
Simon, D. (1993). Homicide: A year on the killing streets. Boston: Ballantine.
30.
U.S. Department of Labor, Bureau of the Census. (2000). Geographic comparison table. Retrieved December, 21, 2004, from http://factfinder.census.gov/servlet/GCTTable?_bm=n&_lang=en&mt_name=DEC_2000_PL_U_GCTPL_ST7&format=ST-7&_box_head_nbr=GCT-PL&ds_name=DEC_2000_PL_U&geo_id=04000US50
31.
Wahl, A., Perez, E. T., Deegan, M. J., Sanchez, T. W., & Applegate, C. (2000). The controversial classroom: Institutional resources and pedagogical strategies for a race relations class. Teaching Sociology, 28, 316-332.
32.
Waters, M. C. (1990). Ethnic options: Choosing identities in America. Berkeley: University of California Press.
33.
West, C. (1993). Race matters. Boston: Beacon.
34.
Williams, J. E., Garza, L., Hodge, A. A., & Breaux, A. (1999). The color of teachers, the color of students: The multicultural classroom experience. Teaching Sociology, 27, 233-251.
