Research Writing In Criminal Justice

Published Date: 02 Nov 2017

Daytona Beach, Florida

School of Social Sciences

Department of Criminal Justice

Research Guidelines for

CJ 492- Research Writing in Criminal Justice

General Information

All students must demonstrate a satisfactory level of competence in reading, research, and writing as a prerequisite for graduation from Bethune-Cookman University. Criminal Justice majors must show that they have met this requirement by satisfactorily completing CJ 492 Research Writing in Criminal Justice.

The course is designed for seniors in the department of Criminal Justice who have successfully completed the following:

SS 239- Statistics for Social Science Research with a grade of "C" or above.

SS333 -Techniques of Social Science Research with a grade of "C" or above.

92 Credit Hours or more of the vertical curriculum.

Satisfied all requirements for the CLAST.

The Course will involve the following:

Class Attendance and participation.

Demonstrate mastery of the subject and research writing techniques. (See: General information and requirements for writing and defending the senior research paper)

Evidence of ability to satisfactorily complete the writing of a research topic through individual research project and assistance of the instructor in SS 333 Techniques of Social Science Research.

Research Outline

Introduction/Statement of the Problem

Introduce your topic to your readers (topic must contain a social problem).

Statement of the Problem (What is the problem and what is causing the problem)

Background and Justification of the problem (evidence the problem exists)

Purpose of the study (why is your study necessary)

Literature Review

Must have at least 5 different sources (books, journals, newspapers, periodicals, etc).

Include a discussion of the theoretical or conceptual framework within which the study will be grounded

Provide a synthesis of the findings in a summary regarding to the problem area, including additional evidence as to the nature and/or the importance of the problem

Make clear the need for further studies

List strengths and weaknesses in previous researches.

Critique the literature (agreements and disagreements)

Why this study is necessary and what do you plan to add to the topic by conducting this study?

List any deficiencies in evidence (ex: small samples, organization specific, other problems within the study

Methodology

Methodology used (Name the method and show why it is appropriate?)

Research design or approach used (Why is this design appropriate?)

Hypothesis

Who is the audience (Who are you writing to and who should read your research)

Who are the participants (give all demographics and descriptions)

What Instruments will be used in the study? (Case study, survey, questionnaire, etc)

What are the measurements/variables (Independent and dependent variables)?

What are the procedures (How will you conduct this research?)

What are the research questions in this study?

How will you analyze the data?

Give all limitation (limits you may encounter that may prohibit or slow the research)

Describe any confidentiality/HIPAA issues? (Describe any confidentiality issues with the participants or organizations)

Are there any ethical considerations?

Theoretical model (if applicable): Must contain a discussion of

The theory used in the study

A comparison of the theory with other theories

Why such theory is the most appropriate for the study?

Discussion

a step-by-step review and discussion of data collected in your study

Analyze your data

Results

Answers to your research questions

How they relate to your topic/title

Whether or not result of an analysis of such data confirms or rejects your hypothesis.

Conclusion

A review of your findings and result of your study

Suggestions for more study of the problem (if applicable)

How your study will help to improve civic responsibility and civic engagement among practitioners in the social science system.

Recommendation

References

To be placed at the appropriate section of the paper to which it refers

Begin the reference on a new page

Level 1 heading

The reference should be arranged in alphabetical order

Typed single-spaced with single space between each reference. The second and succeeding lines of each reference should be indented to the right (5 spaces).

Abstract

The abstract must not exceed two pages and must be typed double-spaced. It must briefly discuss each of the following in a separate paragraph:

The topic/title of your senior paper

The social/criminal justice problem connected with the topic

The hypothesis and variables used in the study (if applicable)

The research techniques used to collect data

The major findings of the study

Whether or not your findings confirms or rejects your hypothesis

How your study will help to improve the work of criminal justice professionals.

Title Page: This page must contain the title of the research, the semester and year of its completion, and the full name of the student.

Approval page: The approval page contains the title of the paper, spaces for the signatures of the Head of the Criminal Justice Department and defense committee members.

Tables and Charts: The page(s) must be within the same margins as the text. It must contain computer print outs, mathematical calculations and other charts or graphs referred to in the body of the paper. It must be numbered serially, and must indicate the source from which they were obtained.

Illustrations: Illustrations and photographs must be within the same margins as the text and must be numbered serially. Copies of illustrations and photographs derived from other manuscripts must indicate the source from which they were obtained.

Figures: Figures and charts must be numbered consecutively and placed at the end of the manuscript in the appendix. The appropriate page or pages numbers of such figures must be shown in the text.

Margins: Margins on top, bottom, left and right of each page must be a minimum of one inch. Page numbers must stand within the margin and must be no less than half inch from the top or the bottom of the page.

Pagination: The body of the text must be numbered consecutively in ARABIC numerals including tables, illustrations, appendix and reference. The title page is not numbered, but other pages that are not part of the body of the paper, and numbered consecutively in ROMAN FIGURES.

Paper, Paper type, and Typeface: Erasable paper is unacceptable. Any standard white bond paper is acceptable. Holes must not be punched in the paper. Number 12-font Times New Roman size typeface must be uniform throughout the paper.

Final Copy: Must be thermo bond with a transparent front cover and a Maroon colored back cover. The title of the paper, name of the author and semester and year of completion must be clearly visible (See Sample Copy "D"). The final copy becomes the property of Bethune-Cookman University as soon as it is submitted to the Chair of the Department of Criminal Justice.

Corrections: Ink corrections, strikeover, past over, or use of correction fluids are unacceptable on the final copy. Insertions at the beginning, between or at the end of lines are also not acceptable.

Quotations: If the quotation is 40 or more words long it must be set off from the text in single spacing and indented from left and right marginal lines in its entirety. Each quotation must contain the name of the author from whose work the quotation was obtained. It must also contain the year and page of the work from which the quotation was lifted. (Refer to APA manual for complete description).

Style and style manual: The style recommended for styles and methods of documentation guidelines is APA writing style. Students should also refer to the tips listed below carefully, and make sure that the senior paper is in compliance with the requirements.

Length of senior paper: While there is no set page number, to be acceptable, a senior paper must not be less than 15 pages long. Pages numbered in Roman figures will not be included in such count.

APA Formatting Tips

Command

Text

Abstract

Please see APA pp. 12-15; APA p. 25-27.

Abbreviations

Please see APA pp. 106-111 for how and when to use abbreviations.

Authors

Please review APA pp. 175-176; 183; 184.

Bold Print

Bold print is ONLY used for headings and for certain statistical symbols and table data as described in the APA Manual (2009).

Colors

Black and white text ONLY!

Date

You must include the date with all citations. A comma separates the author’s name from the year.

Font

Use a readable 12-pt serif typeface.

Headings

First-level headings are bold, centered and use title case (APA Level 1). It is reserved for title pages, preliminary pages, the start of a new chapter, and the reference page.

Second-level headings start at the left-hand margin, are bold, and use title case (APA Level 2).

Third-level headings are indented, bold, use sentence case, and are followed by a period. A third-level heading is followed immediately by the first sentence of the paragraph (APA Level 3). See APA pp. 62-63 for the correct heading formats.

Spacing

Double-space between all lines of text, paragraphs, headings, and subheadings.

Single-space block quotations, reference entries, and headings.

Use only one space after any type of punctuation

All paragraphs must be indented .5". Do not use the tab key to indent your paragraphs. Set the "First Line" to .5" within the paragraph function in Word for consistency in the number of spaces each paragraph is indented.

Margins

All margins must be 1," but you need to override the page setup in Word by setting the bottom margin to .95."

All pages of the research must have the following margins: 1.5" left side, and 1" on the top, bottom, and right side. Do not right justify your margins. Use left justification throughout.

Numbers

Use figures to express numbers 10 and above and words to express numbers below 10. See APA, pp. 111-114.

Page Numbers

Please check APA (p. 230) for how to add page numbers to your papers.

References and Citations

See pp. 180-183.

Single-space references and set paragraph to a hanging indent. Double-space between entries.

Secondary Sources: Please review APA p. 178.

Periodical Referencing: See APA, pp. 239-247.

Citing sources pp. 174-179; Electronic sources pp. 187-192; Legal Materials pp. 216-224. Personal Communications in the text, but not in your references p. 179.

You cannot use "et al." in your paper until you have listed all of the authors in a previous citation unless you have six or more authors. In that case, you can use et al. the first time. Also, note that you do NOT place a comma between the listed author’s name and "et al." (Bowser et al., 2009)

The only way that a source older than five years can be used in academic writing is if it is a classic work.

Table Of Contents

See Sample Copy A's Guide for the proper formatting of the Table of Contents

Term – Format Is Italics

Use italics to introduce a key term, APA, p. 105.

Title

Please see Sample Copy "D" for the correct title page format.

Use double quotation marks to set off the title of an article or chapter in a periodical or book when the title is written in the text. Use italics for the names of periodicals or full texts, APA, pp. 104; 176-177.

No running heads even though APA does.

Underlining

You may not use underlining in an academic paper.

Word Commands

Please learn to use the paragraph function In Word. Formatting your documents by typing <ENTER> at the end of every line will cause you spacing problems

Grammar, Style, and Mechanics

Capitalization

Review APA pp. 101-104 for the rules on capitalization.

Conjunction

Do not start sentences with a conjunction.

Contractions

Do not use contractions in academic writing.

Dangling Modifier

The use of passive voice often creates dangling modifiers. Most times, you can remove dangling modifiers by writing in active voice. Please see APA p. 209 for more help.

Deadwood

Eliminate unnecessary words to make your writing more powerful.

Editorializing

Academic papers do not include personal opinion. Everything must be carefully cited.

Fragment

This means a sentence is missing either a subject or a verb.

New Page-do not use the <ENTER> button

Use CTRL+ENTER to create a new page. Using ENTER will cause spacing problems.

Organization

Please plan your paper before you sit down to write to ensure that you have enough information and can support for your main points. Rambling is another serious problem. Rambling indicates that you did not clearly think out your research before you started writing.

Paragraph

See APA p. 68, "Unit Length." Paragraphs, by definition, consist of more than one sentence. Break up paragraphs that are longer than a page.

When paragraphs have not been well planned and written, it makes it difficult to understand the point you were making

Passive

Try to avoid using passive voice as much as possible; see APA p. 77.

Parallel Construction

Equal ideas, such as in a listing, must be presented in similar grammatical form. See APA, pp. 84-88.

Plural Format

Check the spelling of the plural forms you are using. See APA, p. 110-111; 114; 115; 79; and 96.

Plurals

Ensure words are not written in the singular case that should have been plural.

Possessive

Check when to use a possessive form. See APA, pp. 92-97.

Pronoun Use

Please check your use of pronouns. See APA, 79-80. Use "who" when you refer to people and "that" for inanimate objects.

Proofreading

Please learn to reread your work carefully before you submit it for a grading. Sometimes reading you paper aloud or having someone read it to you can help you find your own errors. Please check your spelling.

Run-On

A run-on sentence is two complete thoughts spliced together with a comma /or it contains two subjects and two verbs without proper punctuation.

Third Person

All scholarly research and academic writing should be written in third person See APA, p. 69.

Strong introduction and conclusion

Your introduction should lead your reader into what your topic is and what approach you will take in the rest of your paper.

Your conclusion should either summarize your main points or bring the reader to a point of finality. Do not let your reader looking for more information.

Verb

Your subject and verb should agree. See pp.78-79.

Check for the correct form of the verb. See APA, pp. 65-66; 77-78.

Transitions

Consider using a transitional word or expression to make your writing flow more smoothly.

Weak sentence beginnings

Do not start sentences with There is, There are, etc. The use of indefinite pronouns weakens your writing style.

Word Choice

Please check your word choice. See APA, p. 68.

Use that when the clause is essential to the sentence's meaning. Use ,which when the clause can be removed from the sentence without changing the meaning. Use that when the words cannot be removed. See APA, p. 83.

Use since to refer only to time to mean "after that"; otherwise be sure to use because. See APA, p. 84.

Revise the unclear sentence(s). See APA, p. 67.

Punctuation

Ampersand

Use the ampersand (&) inside a citation and with references only. When the author’s names appear outside of the parenthesis or reference use the word and.

Citation w/ End Punctuation

The end punctuation used with a citation follows the parentheses, except for long quotations where it come before the first parenthesis.

Colon

Do not use a colon after an introduction that is not a complete sentence. Please review APA p. 90 for the rules on when the use of the colon is appropriate.

Comma

Use a comma after an introductory word, clause, or phrase.

Place a comma between the author and the date in a citation and between the date and the page number.

Use a comma between words (including before and and or) in a series of three or more items, see p. 88 APA

Use commas to set off a word, phrase, or clause that embellishes a sentence but would not affect the meaning of the sentence if it were to be removed. Do not use commas when the phrase, word, or clause is essential to the meaning of the sentence. See p. 88, APA

Use a comma to separate the two independent clauses joined by a conjunction in a compound sentence. See p. 89

Do not use a single comma between the subject and the verb or between two parts of a compound sentence element (verb, objects, etc.). Do not use a comma before essential clauses or between the two parts of a compound verb or other compound elements, such as subjects, objects, etc. Separate groups of three digits in numbers of 1,000 or more. See APA, p. 89.

If you can put and or or between adjectives in a series preceding a noun, and the sentence still makes sense, use commas. EXAMPLE: the old, lazy dog (the dog is both old and lazy.)

Dash

Use the dash to indicate a sudden interruption in the continuity of the sentence. Please see APA p. 90 for the correct formatting.

Quotations

Periods and commas go inside final quotation marks 100% of the time. Semicolons and colons go outside final quotation marks 100% of the time. Question marks and exclamation marks depend on the context. See p. 92, APA. You can only use single quotation marks inside of double quotation marks. They cannot stand alone. See p. 92, APA.

Use page numbers with direct quotations. Do not use page numbers when you are only paraphrasing the source. Review the rules in APA pp. 171-174.

Block Quotes: Please review APA p. 171-174 for the correct line spacing and citation format for all quotes.

Hyphens

See APA pp. 97-100 for the proper use of hyphens.

Parentheses

Use parentheses to set off reference citations in text. See APA pp. 93-94 for how other punctuation is used with parentheses.

Percent/percentage

Use the symbol for percent % when it is preceded by a numeral. If there is no number or the number is expressed as a word, use the word percentage. See p. 118 in your APA manual.

Periods With Citations

Sentence punctuation with citations should follow the final parentheses. Do not use punctuation with a citation that you would not use if the citation were not present.

Semicolon

Use a semicolon to separate elements in a series that already contain commas. Use a semicolon to separate two independent clauses that are not joined by a conjunction. APA. See p. 89-90

APA websites

Writing Websites:

http://apastyle.apa.org/

http://www.apa.org/pubs/books/4210006.aspx

http://www.stylewizard.com/apa/apawiz.html

http://junketstudies.com/rulesofw/fwelcome.html

http://grammar.ccc.commnet.edu/grammar/

http://www.wsu.edu/~brians/errors/

http://grammar.ccc.commnet.edu/grammar/composition/editing.htm

http://owl.english.purdue.edu/owl/resource/589/01/

BETHUNE-COOKMAN UNIVERSITY

Racial Profiling young Minorities

A paper submitted to the faculty of

the School of Social Sciences

in partial fulfillment of the requirements

for the degree of Bachelor of Science in Criminal Justice

DEPARTMENT IN CRIMINAL JUSTICE

by

(Essie M. Burke)

(Fall 2012)

This manuscript has been read and

accepted for the Department of Criminal Justice

in partial satisfaction of the requirements for

the degree of Bachelor of Science degree in Criminal Justice

Members of the Defense Committee:

_____________________________­­­___­­___________________

Research Chairperson/Professor Date

___________________________________________________

Academic Advisor Date

___________________________________________________

Defense Committee Member Date

___________________________________________________

Defense Committee Member Date

___________________________________________________

Chair, Department of Criminal Justice Date

Abstract

Risse and Zeckhauser (2004) delineate the shape of the moral debate about profiling. Their discussion rests on assumptions about the productivity of profiling crime. First, they posit that there is a significant correlation between membership in certain racial groups and the tendency to commit certain crimes. And second, they assume that given this tendency, police can curb crime if they stop, search, or investigate members of such groups differently (Risse, Zeckhauser, 2004).Racial profiling remains a discussed general issue due in part to difficulties in determining in a traffic stop. Some analysts have proposed that criminological theories should be used to explain racial profiling. Using the minority group threat hypothesis, this dissertation analyzes the effects of Black population increases on race-based pretextual stops. This study examines the relationship between pretextual stops and the likelihood of disproportionate stops of Black drivers over White drivers. While the argument can be made that minorities; operating a vehicle with equipment violations. The researcher being the case, minority drivers may become suspicious of police intent, which might set off the racial profiling among accusations. The research method that the researcher will be using is the Quantitative research method. Their analysis indicated the pattern of police stops among young minorities that appeared to be racial profiled by for police officer. This suggested that the unbalanced stops of African American drivers may be explained by capacity factors rather than biased policing. The results from this combination of methodological approaches offer important investigative and real-world allegations.

Keywords Racial profiling Minorities Traffic stops Driving While Black

Essie Mae Burke is currently a criminal justice student at The GREAT Bethune-Cookman University and President of Residence Hall (RHA) and Wildcat Watch Team. Her research interests are racial issues in the criminal justice system and police ethics.

Table of Contents

Page

Chapter 1: Introduction 16

Statement of the Problem 17

Purpose of the Study 18

Background and Justification 18

Chapter 2: Literature Review 20

Racial Profiling 20

Background of Racial Profiling 21

Civil Right 1964/ "Driving While Black" 21

Arguments against Racial Profiling 25

Traffic Stop 26

Strengths and Weaknesses 26

Significance of the Study 27

Chapter 3: Methodology 29

Hypothesis 29

Audience 30

Participants 30

Measurements and Variables 30

Instruments 31

Procedures 31

Research Questions 31

Data Analysis 31

Limitations 31

Ethical Considerations 32

Chapter 4: Discussion 33

Results 34

Analysis 34

Research Questions Addressed 35

Chapter 5: Conclusion 36

Civic Engagement and Responsibility 37

Recommendation 38

References 39-41

Appendices

A Gender & Age 43

B Classifications & Research Question 1 45

C Data: Research Question 2&3 47

D Survey: Racial Profiling Young Minorities…………………………………..49

Introduction

Racial profiling among Minorities is high in Colleges and Universities (Weitzer, Ronald, Tuch, Steven, 2002). Race is viewed as the key factor in police decisions to stop and interrogate citizens. Most discussions of racial profiling focus on police-initiated traffic stops, although it can also occur in other contexts. The practice has recently attracted considerable attention from the mass media, civil rights groups, and political leaders (Weitzer, Ronald; Tuch, Steven, May 2002). Minorities are more likely to be stopped than Caucasians (12.3%, 10.44%, and 8.8%, respectively) (Harris, 1997, 1999). Some researchers argue police officers would stop African-American and other drivers of color for minor traffic violations that otherwise would be ignored if appeared Caucasians. African Americans have been prime targets of a phenomenon often referred to as "driving while black" (Harris, 1997, 1999). Research on "driving while black" remedies the limits of scholarly study of the effects of extralegal factors by directing sustained attention to whether race and ethnicity affect police decisions to initiate traffic stop encounters (Harris, 2002).

This literature also directs attention to how race and ethnicity shape citizen perceptions of the legitimacy of traffic stops. The propriety of police actions during the traffic stop encounters (Weitzer and Tuch, 2002). Extant studies of traffic stops for "driving while black" appear to indicate that police stop African-American drivers more often than would be expected of population baselines (Walker, 2000). Risse and Zeckhauser (2004) states that there would be no controversy over racial profiling were it not a useful way to combat crime. Black people commits a disproportionate number of crimes in our societies. Rates for 2000: Black people made up 12% of the population but 56% of those arrested for murder; 42% of those arrested for rape; 61% of those arrested for robbery; 39% of those arrested for aggravated assault; 31% of those arrested for burglary; 33% of those arrested for larceny; and 40% of those arrested for motor vehicle theft. Recent studies indicate that black people and Latinos are no more likely than whites to possess narcotics or contraband although, for reasons that they discuss, they may be caught at a higher rate than Caucasian people (Holbert and Rose, 2004). Race shouldn’t be a purpose on deciding who to stop search or investigate. Lack of research, is why people don’t know their rights. Numerous people don’t exercise their rights for justice nor care to know them. In short, with a little research many will find they have the right to tell Law Enforcement No.

Problem Statement

African Americans are more likely than whites to be stopped, have their vehicles searched, and be ticketed by the police (Ponder, Meehan, 2002). The common belief of African American is being criminalities of hit races are higher than whites. African Americans are subject to significant racial profiling, as reflected in disproportionate surveillance and stopping by the police when driving through whiter areas (Ponder, Meehan, 2002). African American neighborhoods have more violence activity than white areas. Is it safe to say those college students that attend HBCUs come from a more urban community? A survey of all minorities that has being racial profile of all forms. Young minorities are being racial profiled base on race of minorities is different. The results are that many states now have laws mandating that police collect demographic information on stops. Case law states clear that the courts will not allow police stops based specially on race, although race can be one element that makes up reasonable suspicion (Pollock, 2010).

Background and Justification

According to society the damages done seems to us well captured in terms of a feeling of resentment, sense of hurt, and loss of trust in law enforcement this why respect is lacked (Risse and Richard Zeckhauser, 2004). From a utilitarian viewpoint one must consider costs like the feeling of resentment, sense of hurt, and loss of trust among minority group members. But profiling seems to have such effects only against the background of a society that minorities already perceive as racist. While profiling causes inconvenience plus harm sometimes considerable, the primary contributor to resentment, hurt, and loss of trust is likely to be underlying racism or underlying socioeconomic disadvantages, rather than profiling as such. However, it does suppose that it is any easier to show that profiling is really harmful than that it is not, and this obviously begs the question of what one should conclude about the justification for racial profiling. The answer is that a heavier burden of proof lies on those who would justify racial profiling than on those who would reject it. It is not simply that the powerful need justification, although they do. Rather, it is because racial Profiling will likely intensify the racism of a racist society and, at all events, will place particularly onerous burdens on those who are already burdened by racism. In short, the dangers of compounding injustices that are, already, grave and persistent, means that more is required by way of evidence and argument to justify racial Profiling than to oppose it (Risse and Richard Zeckhauser, 2004).

Purpose

In today society, most police racially profile by using race as criteria in making a decision for traffic stops, search of vehicles and being ticketed. Most African Americans been stopped and vehicle searched, ticketed, arrested, or handcuffed by police officer, where threatened by use of force against them more than whites. Racial profiling among African American through the community perspectives highlights in most community investigation. The police should not use race as a decision to stop and search vehicle. Racial profiling maximizes the police success rate searches between to racial groups: African Americans and whites. Law Enforcement conducting traffic stop should not be based on individual race ethnicity or national origin or on the basis of racial or ethnic stereotypes. Law enforcement should obtain lawful reasons for a traffic stop. Traffic stop means the stopping of a motor vehicle by a police officer for an unproven violation of law or ordinance regulating traffic (Harris, 2004; Crank, 2003). This proves that African Americans are solely stopped based upon racial profiling and is due to location of the occurrence. In addition it is notated that African American Environments play a rule and making them even more susceptible of encountering racial profiling incidents.

Literature Review

Racial profiling

Racial profiling is defined as a mechanism whereby law enforcement agents stop, search, and investigate or even ticket people. Most individual’s that are racially profiled by law enforcement believe that it is also a result of race, ethnicity or even nationality which is considered very important factors to the law enforcement agencies. Although the practice happens and has sparked controversial appeal, it is very much illegal in many jurisdictions.While racial profiling is most frequently committed against minorities, in many instances racial profiling has become increasingly drawn to the African American minorities and community. This profiling occurs partially in reaction to specific crimes, making any racial or cultural group subject to more concentrated examination by the authorities not just solely based on ethnicity or status of minority in some instances as pundits would like to think, but racial profiling incident show otherwise. The discriminatory practice by law enforcement officials who target individuals for suspicion of crime based on ethnicity, religion or national origin as become viral in the African American community. (Quezzaire; Lascio, 2011).

According to Quezzaire and Lascio racial profiling is interrogation that deals directly with the thought of defining the legitimacy of existence as opposed to idea of whether it is right or wrong. An unimportant number of people recognize and actually favor racial profiling, but most are participants in groups who discriminate against other people such as hate groups or racial organizations that promote unity of bonding one particular group or ethnicity in a negative and impactful way. They believe that some races, ethnicities, and religions are more likely to produce criminals, and therefore should be targeted (Quezzaire; Lascio, 2011).The debate over history among racial profiling is a much larger element which already exist and seeks tensions between police and citizens of color. In the past two decades allegations of racial profiling has frequently increased by law enforcement agents against people of African Americans (Bernard, 2004). Citizens deny the existence of racial profiling and suggest that in specific instances, targeting groups, neighborhoods, or organizations is simply good investigative techniques, and that race is one of many possible criteria that police and security officers can use to narrow down a pool of suspects (Quezzaire; Lascio, 2011). Statistics in the African American community illustrate that African Americans are being stopped way less than whites and Hispanics (82%, 91%, and 87%, respectively) (Weitzer, 2002).With these statistics African Americans that who have been being stopped are subjected to searches of their persons or vehicles, that’s about twice as many whites as blacks considered the physical search legitimate, and almost three times as many whites as blacks considered the vehicle search reasonable (Bureau of Justice Statistics, 2001).

Background of Racial Profiling

Historical racial profiling is viewed that humans in different minorities have many differences within one another. Racial Profiling is mainly addressed to minorities of race and ethnicity. Racial Profiling was established as another entity to socially spark injustice and mistreatment after slavery in the United States towards minorities and African American. During the slavery profiling was indeed based on race. In the 19th century during the early years of Jim Crow era racial Profiling were in existence for blacks (Davis, 2005). United States policy’s states that based on your physical appearance of a minority will be profiled or even labeled in some cases (Davis, 2005). The history examines the practice of racial profiling, which the practice helps create relationships with privilege and race in the United States. Most of the racial profiling practices don’t ever be recognized or used in most work places. This why racial profiling is still in existence in the American society will continue, and stereotypes are a reflection of racial minorities (Gregory, 2006).

Risse and Zeckhauser have shaped a significant debate among membership with certain racial groups and even the crimes are committed (Risse; Zeckhauser, 2004). Law enforcement can control crime if they stop, search, or investigate minorities of such groups differently. The main problem of profiling is only when actions posed in a justified crime or even seen in many approaches racial profiling wouldn’t be obviously illegal (Risse; Zeckhauser, 2004). Profiling refers to being treated differently as a outcome among minorities with profiling practices through humans categorized in the communities (Risse; Zeckhauser, 2004). Profiling will continued to used due to police officer’s that investigate must conduct quick judgments about (say) whom to search, or how many minorities or people that are conclude in the involvement, most cases will be useful and available for use in (much) additional information about minorities and individuals (Risse; Zeckhauser, 2004).

Minorities

The history of minorities stated that any race besides whites is increased and charged with crimes. Because of the United States census data, it illustrates that African Americans in the United States are 40% out of 50% of African Americans and age 18-25 years old is arrested, have warrants, or on parole, probation, or either in prison compare to 20% of whites. Baadsager states that young minorities and similar and the adult in today society. Young minorities between the ages of 15-34 years old have an increased percent of 27% in violent crime over all. The worse and irresponsible young African Americans have violent percent that’s nation’s highest percent (Baadsager, 2000).

Driving While Black

Harris (1997) author of "Driving while black" and all other traffic offenses: supports that "minority motorists, particularly African Americans, have long complained that the police, especially in suburban areas, stop them for no legitimate reason, but solely because they are black: a practice referred to as racial profiling." Driving while black "DWB" (driving while black/brown) is a term that refers to blacks that drive and are racially profiled. It’s also means the police officers simply can pull you over just because he or she is black and tends to stop, search, investigate, and ticket or even arrest upon a non-probable offense. Blacks in America and Canada called the practice "DWB: Driving While Black or Brown," and the term became a popular way to describe racial discrimination practiced by the police (Quezzaire; Lascio, 2011) A national survey of police-citizen contacts indicated that African American drivers are more likely than white drivers to be stopped, have their vehicles searched, and be ticketed by the police (U.S. Bureau of Justice Statistics 2001, pp. 15-19).1 Nationally, 4 out of 10 African Americans report having been "profiled" by the police, and even a majority of white Americans believe that the problem is widespread (Gallup Organization, 1999).

Traffic Stops

David, A.H. (1997) author of "Driving while black" and all other traffic offenses suggest that traffic stops for Driving While Black appear to indicate that police stop African-Americans drivers more often than would be expected on the basis of population baselines (David, 1997). An example of this is right in our own backyard of Volusia County. According to authentic sources accounts and occurrence of Sheriff Bob Vogel and his deputies who conducted many traffic stops within the Volusia County area which was screened to look for narcotics and other criminal actions that could make plausible cause for traffic stops or violations and increasingly jail African Americans. Mostly these tended to be traffic stops that had to deal with African Americans and their so called persecution of blacks during the early 1980’s. Furthermore David A. H. (1997) illustrates that even though African-Americans and Hispanics make up only about five percent of the drivers on the county's stretch of I-95, and highway 96 more than seventy percent of all drivers stopped were either African American or Hispanic.97. Those statistics suggest that even though White Americans outnumbered the minorities in Volusia County African Americans where still the most targeted race that would endure such harsh and unfair treatment. This type of embarrassment and ridicule would be known as racial profiling but induced as a result of increase area traffic stops.

Strength and Weakness

The strength of the study showed that racial profiling is successful high among minorities. The study also established that a lot all colleges and universities minorities are being racial profiling during a traffic stop. The majority of police racial profile by using race as criteria in making a decision for traffic stop, search of vehicle and being ticketed. African Americans are more likely than whites to be stopped, have their vehicles searched, and be ticketed by the police (Ponder, Meehan, 2002). Young African American is subject to significant racial profiling, stopping by the police when driving through whiter area (Harris, 1997). The weakness of the study was that the researcher only had access to Bethune- Cookman young minorities. Another weakness was that the researcher only surveyed mostly African American.

Significant of the study

Authors (Hersezenhorn, 2000; Kennedy, 1997; Taylor & Whitney, 1999) argues "that one of the most grueling questions facing the criminal justice sector in public policy is the understanding and basis’s of police decision making with regards to discretionary traffic and field interrogation stops called "racial profiling." Furthermore (Hersezenhorn; Kennedy; Taylor & Whitney) suggest "that police should not use race as a decision to stop and search vehicles, but should obtain lawful reasons for a traffic stop. Traffic stop means the stopping of a motor vehicle by a police officer for an unproven violation of law or ordinance regulating traffic (Harris, 2004; Crank, 2003).The widespread of race and making racial prejudice decision is either obvious or secret. African Americans that are Law enforcement are affected due to this racism internalized as a form of self-hatred among other police in different minorities (Hersezenhorn, 2000; Kennedy, 1997; Taylor & Whitney, 1999).

African Americans are subject to significant racial profiling, as most popular minority when a police officer conducts a traffic stop when driving through whiter areas. Officers' behavior is not acceptable among African Americans' criminality because the "hit rates" for African American drivers are low in whiter areas. Profiling will continued to used due to police officer’s that investigate must conduct quick judgments about (say) whom to search, or how many minorities or people that are conclude in the involvement, most cases will be useful and available for use in (much) additional information about minorities and individuals (Risse; Zeckhauser, 2004).Furthermore, profiling significantly increases as young African Americans continue to be racially profiling.

Methodology

The research method that the researcher will be using is the Quantitative research method. The advantages of this research method include the opportunity to study participants in their "natural setting," and if done covertly, this form of research can allow an insight into group as young minorities who would usually be opposed to being studied. In research on racial profiling are numerous and complex. Examine 25 students’ survey reports of data collection through an electronic clearing house, efforts on racial profiling young minorities. The design that will be used in this research is the descriptive design. The descriptive design helps provide answers to the question of who, what, when, where, and how associated with this particular research problem. For the purpose of this study the researcher will conduct a survey consisting of ten questions. The questionnaire will inform the performance of racial profiling. Descriptive Design provides characteristics of a particular group which justified American minorities.

Hypothesis

The researcher hypothesized that majority of police racial profiles by using race as criteria in making a decision for traffic stops, search of vehicle and being ticketed. African Americans are affected they are more likely than whites to be stopped, have their vehicles searched, and be ticketed by the police (Ponder, Meehan, 2002).Racial Profiling is discrimination based on race ethnicity religion nationality or on any other particular identify and undermines the basic human rights and freedom to which every person is entitled.

Audience

This research is designed for HBCU’S and regular colleges and universities. Young minorities should read this research paper to be well-informed racial profiling is a societal problem that goes on in today society, this research is conducted to knowledge that student are being racial profiling is an unlawful.

Participants

Young minorities will be asked to participate in the study. Young minorities will be acknowledged and recruited by the researcher. The reason for the study is to conduct research on minorities being racially profiled in today’s society. The following criteria will be applied in selecting participants for this study: Young minorities must be students currently enrolled at Bethune-Cookman University which is a HBCU; the age range is for young minorities 18 years and above. In addition, young minorities will include the population and demographic information which will include age, gender, race, and ethnicity. The age affected was 18-19 year olds, males accumulated to 60% of those who were affected, race was African Americans which were 56% of those rated and 83% of the students strongly agreed to have been stopped by police as cause of being racially profiled.

Measurements and Variables

The method will conduct on college campus and be used to measure this specific study will be Survey. The Survey will be handle out on campus, in class and as well as in the universities via email to the students. Racial Profiling by law enforcement has been measured by comparing the racial distribution of traffic stops within a jurisdiction or precinct to a benchmark based on the racial distribution of individuals residing on the campus. Deviations between these two distributions indicate that some racial or ethnic groups are being stopped at a rate disproportionate to their representation in the local population; this can be interpreted as evidence of racial profiling. The researcher will measure their variables is by using the nominal approach. There are two main variables in any type of research which are independent and dependent. The researcher independent variable would be young college minorities. This variable is identified that they being racial profiling.

Instruments

A survey questionnaire which will create a fresh new data that will be entered into Survey Monkey, an electronic clearinghouse. Conduct on historical black college universities college campus and be used to measure this specific study will be Survey. The Survey will help conduct the significant scope of the research. The survey will be handle out on campus, in class and as well as in the universities via email to the students. To complete this survey it will take about 5 minutes conduct. The researcher was using surveys as a quantitative data method. This method was selected by the researcher in hopes of getting accurate information regards racial profiling. The questionnaire consisted of seven constructed questions. All seven questions were required to be asked but it was left up to the participants if they wanted to answer or not. The answers to the question will be entered into a survey monkey which is a clearing housing.

Procedures

This researcher conducted a survey for the participants to complete in five minutes. This researcher also administrated a copy of twenty –five questionnaire to young minorities on the college campus as well as via online social websites. The survey was put through an electronic clearing house called monkey survey. Monkey Survey gave the raw data collected in from the surveys. This researcher used the collected data to conduct a reasonable research to help point the major problem among minorities in society, and develop upon the perception that there needs to be something done to fix this problem.

Research Questions

The methodological and empirical issues involved in data collection and interpretation in research on racial profiling are numerous and complex. In this section, the researcher examines 25 survey reports of data collection efforts on racial profiling. First, what does the literature reveal about course content of the perception of Driving While Black? 56% strongly agree there is influence that is revealed through research that Driving While Black actually is common the African American Community. Furthermore, do age, gender, and race affect the perception of Driving While Black? The age that was mostly affected was 18-19 year old freshmen. Secondly Gender included males which were 60%, African Americans which had higher rate of involvement in racial profiling incidents that trumped majority of mainstream Americans. Finally the last survey question showed statistically a significance in influencing that this survey illustrate the affect the perception Driving While Black was agreed by 44% of those who participated in the survey. To examine this research question, four classifications were conducted with age, gender, and race. Give overall conduct rates that racial existence on universities and colleges.

Data Analysis

The collected raw data will be entered and analyzed through Survey Monkey, an online electronic clearinghouse after all participants have input their respective answers. After all the information has been entered into the system it shall appear in pie chart examples that help the researcher determine the results of the survey. Based upon on the rational that African Americans have a larger percentage of racial profiling incidents, it has been reflected in the data.

Limitations

Not being able to interview a person could there on personal accounts of racial profile. Attended more HBCU’s, to target my specific age, range in the research.

Ethical Considerations and Confidentiality

The ethical consideration of this study is a higher common crime on campus; young minorities are effect within the colleges and universities. Furthermore, ethical considerations are to get all minorities aware of being racial profiling is a criminal lawful act.

Discussion

First, what does the literature reveal about course content of the perception of Driving While Black? 56% strongly agree there is influence that is revealed through research that Driving While Black actually is common the African American Community. Furthermore, do age, gender, and race affect the perception of Driving While Black? The age that was mostly affected was 18-19 year old freshmen. Secondly Gender included males which were 60%, African Americans which had higher rate of involvement in racial profiling incidents that trumped majority of mainstream Americans. Finally the last survey question showed statistically a significance in influencing that this survey illustrate the affect the perception Driving While Black was agreed by 44% of those who participated in the survey. To examine this research question, four classifications were conducted with age, gender, and race. In the survey the 25 participant’s race, age and gender was determined by self-report, whereas the race of individuals stopped by police was based on police officers' perceptions. The nature and degree of the bias between the perceived Driving While Black are clear (Weitzer, Tuch 1999).

Results

The results reveal that on universities and college campuses, Black drivers were overrepresented among racial profiling. More importantly police involvement suggests that age, gender, and race affect the perception "Driving While Black which is a fact among young minorities. These results suggest that during the period of data collection, young Black drivers were approximate in proportion to their representation among data information. The age affected was 18-19 year olds, males accumulated to 60% of those who were affected, race was African Americans which were 56% of those rated and 83% of the students strongly agreed to have been stopped by police as a cause of being racially profiled. The results offer Black drivers relative to regional survey counts. What these studies do show, is that racial profiling is existent. The key conclusion that we can draw from this research is that the typical method of measuring racial profiling on the precinct- or jurisdiction level is not adequate; the racial distribution in the population of driving no violators cannot be assumed to reflect the racial distribution in the population of driving violators, and it is from this latter population that minorities stops should be drained.

Analysis of Results

The research method that the researcher will be using is the Quantitative research method with a descriptive design. Twenty-five young minorities among universities and colleges students will be participant in a survey questionnaire which will create a fresh new data that will be entered into Survey Monkey, an electronic clearinghouse. Conduct on historical black college universities college campus and be used to measure this specific study will be Survey. The Survey will help conduct the significant scope of the research. Indicated the pattern of police stops among young minorities that appeared to be racial profiled by for police officer. This suggested that the unbalanced stops of African American drivers may be explained by capacity factors rather than biased policing. This data support my hypothesis, as well as analysis of such data which confirms that racial profiling is existent.

Analysis Data:

Based upon the results reflected by the data it can be determined that African American males between the ages of eighteen and nineteen at Bethune-Cookman University who are freshmen are regularly subjected to racial profiling. This also suggested that as a student’s continuing to progress at the university are they are less likely to be subjected to the harshness of racial profiling incidents that occur. Females continue to be a sub minority when it comes to analyzing the African American community in terms of racial profiling and are total underrepresented in this matter.

Research Questions Addressed

What will the literature reveal about course content for the perception of Driving While Black? This question is to illustrate that Driving While Black is the cause of racial profiling incidents in the African American community.

Does age, gender, and race affect the perception Driving While Black? This question is to demonstrate a certain demographic population is subjected to racial profiling.

Is the survey statistically significant in influencing the effect of perceptions on Driving While Black? This question is asking if there is legitimacy of the data provided in the survey and if it is legitimate, then does it alter ones perceptions about Driving While Black.

Conclusions

The results of our research offer that age affected was 18-19 year olds, males accumulated to 60% of those who were affected, race was African Americans which were 56% of those rated and 83% of the students strongly agreed to have been stopped by police as a cause of being racially profile. It is a prominent issue among African American communities. African American drivers are represented among traffic stops at a higher rate than they are represented in the population (Lange, J. E., Johnson, M. B., & Voas, R. B. 2005). The researcher assume that the race, gender, or age has an affected on being racial profiling during a traffic stop. This study was operated by electronic clearing survey of twenty –five questionnaire to young minorities on the college campus, as well as via online social websites. Monkey Survey gave the raw data of the twenty- five survey which was distributed on the HBCU’S community campus. Racial Profiling was in fact among monitories then was giving the perception of "driving While Black" due to their race and ethnicity. This is why African are more likely of existence profiled over whites and other minorities or even have to be stopped, vehicle search and ticketed by police offices. Benchmarks for measuring racial profiling comparing with police stop rates should be based on estimates of traffic violations rather than on geographic census counts (Lange, J. E., Johnson, M. B., & Voas, R. B. 2005). Finally, this issues will still exist due to crime rates are continually increased among African America who mainly Racial Profile in today’s society. The researcher Hypothesis was confirmed that African Americans are discriminated towards race ethnicity, under the terms of every human is entitled to their rights and freedom where then now them or not. And is more likely to stopped, have their vehicle search and being ticketed.

Civic Engagement and Responsibility

This observation informs the African American community on what to be where of when being racial profile. To promote justice for fair and equal opportunities that doesn’t involve racism. Conducting a traffic for a violation and not because race, gender or age. Not being Afraid to take a survey that make you agree to being racial profile by law enforcement.

Recommendations

The researchers suggest for racial profiling study for the participants to begin seeking surveillances on traffic lights that have cameras. Further study by visiting college campus that reflect demographics of African American who have being racial profiling between the ages 18 eighteen and nineteen to inform other the existing problem.