2021 Post University, Waterbury, CT ALL RIGHTS RESERVED
Due Date: 11:59 p.m. EST, Sunday of Unit 1
Points: 100
Overview:
This unit looks at how we perceive things based on our ethical background and culture.
We understand there is a right and wrong way to do things. Using your thought process
and professional ethics, analyze the scenario in criminal justice.
Instructions:
Scenario:
You are working with a juvenile probation agency. One weekend, you are out with
friends in a downstairs bar frequented by college students. To your surprise, you see
Sarah, a 16-year-old probationer, dancing. In watching her, you realize that she is drunk
and, in fact, is holding a beer and drinking it while she is dancing with a man who is
obviously much older than she is. You go over to her, and she angrily tells you to mind
your own business and immediately leaves with the man. Later she comes back into the
bar and pleads with you to keep quiet. She is tearfully apologetic and tells you that she
already has had several violations of her probation and at the last hearing was told that
if she has one more violation, she will be sent to a juvenile detention center. You know
that Sarah has been doing much better in school and plans to graduate and even go to
college.
Read the case study found in the textbook in Chapter 1, page 22, situation 4.
Pollock, J.M. (2018). Ethical dilemmas and decisions in criminal justice (10th ed.).
Boston, MA: Cengage Learning.
Describe the ethical dilemma faced by the law enforcement officer.
Explain the ethical system that you used to analyze the dilemma.
Discuss the area of ethical concern for the law enforcement officer.
Discuss the ways in which ethics, trustworthiness, and responsibility influence
those working in the field of criminal justice.
Based on the dilemma,
o Discuss the morals and ethics.
o Should the law enforcement officer file a report? Provide a detailed
explanation for the decision.
CRJ401 Ethics ad Discretion in Criminal Justice
Ethics Case Study
2021 Post University, Waterbury, CT ALL RIGHTS RESERVED
o What would the report say if one is filed?
o What influenced you to decide whether to file a report or not?
Identify the reasoning that you personally used to make the
decision.
Are there influences in your life that contributed to this decision?
Requirements:
Minimum three pages in length, excluding the Title and Reference page.
APA format, including an in-text citation for referenced works.
At least two resources.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
2021 Post University, Waterbury, CT ALL RIGHTS RESERVED
Evaluation Rubric for Case Study Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
(0-14 Points) (15-19 Points) (20-24 Points) (25 Points)
Analysis Does not clearly
and concisely
analyzes the
ethical dilemma.
Missing
significant
details.
Somewhat clearly
and concisely
analyzes the
ethical dilemma.
Missing a few
details.
Mostly clearly
and concisely
analyzes the
ethical dilemma.
Clearly and
concisely
analyzes
the ethical
dilemma.
(0-23 Points) (24-31 Points) (32-39 Points) (40 Points)
Content Does not cover
the ethical
dilemma;
assertions are
not supported by
evidence; paper
is seriously
lacking in content
and detail.
Does not do an
adequate job of
covering the
ethical dilemma;
assertions are
weakly supported
by evidence.
Sufficient
coverage of the
ethical dilemma;
assertions are
supported by
evidence.
Provides in-
depth
coverage of
the ethical
dilemma,
assertions
are clearly
supported
by
evidence.
(0-5 points) (6-7 points) (8-9 points) (10 points)
Resources
No resources
included.
Includes at least 1
resource.
Includes at least
2 resources.
Includes
more than 2
resources.
Paper
Length
Less than one
page. Does not
meet page
requirements.
Does not meet the
minimum page
requirements.
Meets the
minimum
requirements.
Exceeds
the
minimum
requirement
s.
(0-8 points) (9-11 points) (12-14 points) (15 points)
Clear and
Profession
al Writing
and APA
Format
Errors impede
professional
presentation;
guidelines not
followed. APA
references/citatio
ns have
significant errors.
Significant errors
that do not impede
professional
presentation. Seve
ral errors in the
APA
reference/citation.
Few errors that
do not impede
professional
presentation.
Few errors in
the APA
reference/citatio
n.
Writing and
format are
clear,
professional
, APA
compliant,
and error
free.
SHOW MORE…
Revisiting Professional Goals
Creating an early childhood program that reflects diversity and equity is an evolving process that takes time. As you embark on this journey, wherever you begin, it is important to remember that there will always be new paths to explore and insights to gain. By building and improving your practices, strengthening your courage and determination, and embodying the underlying belief that every person in this world is worthy of respect and understanding, you will make a positive difference in the wellbeing of young children and their families.
Keep in mind:
Think about the media segment featuring Julie Olsen Edwards. As you think about the words of encouragement and messages of hope that she offers, what resonates the most with you? Why?-see the attached transcript of the video.
See the attachment of my two professional goals you established. Reflect on these goals in light of what you have learned during this course and so far in this specialization, also bearing in mind your professional and personal growth during this time.
Consider the following:
A description of an idea or message from this weeks media segment that evokes special meaning for you. Include an explanation of its significance.
A summary of your modified professional goals related to anti-bias work.Now, consider how you might revise, refine, modify, and/or extend these goals to further target your future growth and development and that of the children and families with whom you work or will work. Provide a rationale for the changes or adjustments you have made to the originals goals. As appropriate, include references to ideas or insights gained .
EDUC6358: Strategies for Working with Diverse Children
Your Commitment to Anti-Bias Work
Program Transcript
[MUSIC PLAYING]
NARRATOR: Julie Olsen Edwards offers parting words of clarity, inspiration, and challenge to
you as an anti-bias early childhood educator and an emergent leader in this field.
JULIE OLSEN EDWARDS: Life is filled with key decisions. Decisions that change who we are
and what we do. You made a decision to get an MS in Early Childhood Studies. And furthermore,
you made a decision to focus in on diversity– on diversity equity issues at the heart of what you
are studying. It was an important decision.
Somewhere in your life you experienced, you learned about, you observed, you saw the ways
that people are injured by inequitable treatment, the ways that children become less than what
they could be, and you made a decision to become someone who addresses those issues. And
now you are joining with teachers all over the world, not just here in our country, but all over the
world to address and see what we can do to raise children proud in who they are, connected to
their families, connected to their communities, open to, eager to embrace people who are
different. This is an important journey. It’s a journey that will entice you, frustrate you, compel you.
It’s filled with new things to learn and it goes on for a lifetime. No matter how much you know,
there’s always more to learn.
It’s not that we are different that causes problems. It is that we are treated badly based on those
differences. The issues of our economic class, our gender, our racial identities, our culture, our
language, our ability, instead of those being strengths we build on, children get taught we are less
because of those things. These internalized messages, unless key adults step in, these
internalized messages keep our children from being fully who they can be. It requires adults who
step in and contradict the misinformation that children are surrounded with. It requires adults who
speak up and make a part of every day in the classroom, in the school, in the community, a
statement building on the strengths of children and giving them that sense of dignity about who
and what they are. This work requires adults who are ready to be allies to children and families.
To help children develop the skills, the strengths, the capacities to thrive in this world of ours,
which is so torn apart and polarized right now. Everything you’ve been doing in this course has
been focused on helping you deepen your understanding of how diversity and equity issues
shape what happens to children.
People often say doing something new is scary. It can be. But doing something you believe in,
making something that hasn’t felt right to you right, taking a step in the direction of what matters
to you is also exciting, challenging, yes, but challenging in that sense of I’m moving. Addressing
something that hurts children is a proud and fulfilling moment. You can’t wait till you know
enough. We never know enough. In this arena there’s always more to learn. Like all other
learning, you take two steps forward and you’ll take one back, and you have to re-figure it out.
And step-by-step you begin to build your own skill level, your own ability to figure out what’s going
on here and what do I need to do. It’s never a straight line. Those goals for children? They’re the
goals for us too. For us, inside ourself, we need to also keep working on who am I and how can I
be proud and clear about who I am? Who is different from me out there, and how can I see them
fully as complete human beings, and embrace our differences? How can I come to truly identify
what’s unfair here, what’s wrong here, what should be instead of just what is? And then what do I
need to do to try to make things better? This work requires support. You can’t do it alone. We
need allies too.
Page 1
You’ve been involved for the last eight weeks, emailing people, talking to people online. These
are some natural allies for you. As you move forward in your professional life in this work, you
need groups of people you can talk to about, this is what happened, how do I figure it out? I tried
this it didn’t work. What else could I try? What resources will address this issue? What do I do
when it blows up, when I tried it and some of the parents didn’t like it? You’ve got to have a circle
of people you can go to.
And just as important, you need a circle of people who you can call up, or email, or write, or blog
and say, it worked. I did it. I had the courage. I tried it. I talked to those kids about skin color, and
it worked, and the families were excited. Celebrating our successes is what feeds us and keeps
us going. This is a lifetime of work. You need people around. You need to build a community both
of around you at home and online, so that you have people to keep you growing as an anti-bias
educator.
You made a decision to become a Diversity/Equity Educator. There’s a whole community of
people out here who support you and walk with you. It’s important. It matters. Welcome. The
children are waiting for you.
Page 2 Chandra Farmer
EDUC 6358-
Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
Goal 1: Developing relationships to form inclusive communities in the classroom
Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone (pg. 1). I also came across a website
Teaching Tolerance, where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still dont know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the Walden and Teaching Tolerance sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Childrens experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Culture and family have substantial implications regarding how it behaves and is viewed in society; culture and family impacts how individuals relate to others that are different from their culture; culture and family also affect how members of the family deal with conflict from others to including listening skills; culture and family are essential in the eyes of society since culture is established from our society (Walden University, 2011). When you factor in culture, we have to consider the levels of it to includes sets of behaviors or how each family lives coupled with right or wrong; when you think about this, there is where the term cultural issues comes from; those same issues come from groups of individuals who believe that another group is deemed wrong based on their behavior; you must then consider occupations, gender, religious views, and language (NAEYC, n.d.). My goals created will and can improve upon cultural issues. My goals will also permit my students to be accommodating where there is a difference, appreciate cultural difference, be open to try new things, and learning about another students background (Derman-Sparks & Olsen Edwards, 2010). When you have a solid understanding of different social and cultural groups, the community, students and families are able to valuable connections to their lives and others (Derman-Sparks & Olsen Edwards, 2010). Empathizing and teaching diversity enhances cultural competence and allows more students to be more compassionate to the experiences of their peers; having access to effective anti-bias resources can represent cultural groups in an unbiased manner (Derman-Sparks & Olsen Edwards, 2010).
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC
).
Learning for Justice. (2022).
Critical practices guide for anti-bias education.
https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education/teacher-leadership
NAEYC. (n.d.).
Understanding anti-bias education: Bringing the four core goals to every facet of your curriculum.
https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias
Walden University, LLC. (2011).
Strategies for working with diverse children: Thinking deeply about diversity and inequity. Baltimore, MD: Author.