Criminal Justice Education and Policing
An abundance of research has focused on the link between college education,
police professionalism, and ethical conduct; but the debate primarily has been
contextualized in such a way that has questioned the necessity for college education
among officers (Schanz, 2013). According to Carlan (2007), “Criminal justice educators
are accused of operating ‘cop shops’ or ‘advanced training academies,’ yet few efforts
test these stereotypes against the experiences of police consumers” (p. 616). Many have
debated the importance of a college degree for police officers. The broader question,
then, begs whether a college degree in criminal justice is a worthwhile investment
pertaining to its utility and effectiveness, and whether such education actually produces
a better-rounded police officer. Achievement among criminal justice graduates suggests
that criminal justice curriculums enhance understanding of the core concepts necessary
for a productive law enforcement career. Moreover, graduates themselves assert that the
college degree provides information not taught in police training (Del Carmen, Butler, &
Odo, 2006). Similarly, Carlan (2007) notes that criminal justice education tends to be
strongly valued by police officers who hold such education, and that the degree provides
essential information that they would not otherwise possess. Therefore, an examination
of the benefits of a college education is of paramount importance in determining whether
the college degree truly shapes a more ethically-minded officer.
Overview of Criminal Justice Curricula
Owen, Fradella, Burke, and Joplin (2006) purport that criminal justice curricula
must be designed to expose students to four major areas. First, a general analysis of
deviance and social control which instills the acute mindset so necessary for discussing
the ramifications and theoretical foundations of crime and deviant behavior. Second, an
extensive examination of the legal concepts which allow academicians to familiarize
students with an understanding of criminal and procedural law in addition to the legal
concerns for careers in criminal justice, to include exposure to the theoretical background
of criminal law; such exposure equips students with a historical timeline of law and
justice that served as the stepping stone for today’s justice system. Third, an introduction
to various frameworks must be presented to pose philosophical ideologies toward crime.
Last, the legal limitations of the criminal justice system must be explored to provide
students with a guiding rule of legal boundaries that direct criminal justice professionals.
Moriarty (2006) adds three primary goals: critical thinking skills, writing skills, and
familiarization with criminal justice theory and philosophical concerns of law. Although
these goals are, indeed, necessities of criminal justice careers, requiring a college degree
in policing has not come without its limitations for professionals.
Only 1% of all law enforcement agencies require a baccalaureate degree (Hilal &
Densley, 2013). Bruns (2010) attributes much of this academic stagnation to an
overwhelming belief among police executives that requiring a college degree would
negatively impact recruiting efforts. Additionally, such a requirement could produce
madverse reactions from minority groups for being misaligned with proper political
policy. Although these findings are disheartening at first glance, Roberg and Bonn
(2004) provide encouragement by pointing out that the high school diploma has, in fact,
gradually been replaced by the four year degree. These authors suggest that nearly 25%
of all police officers currently possess at least a baccalaureate degree — primarily
attributable to the increased popularity of criminal justice academic programs.
Therefore, considerable progress has been made in the efforts to produce more college-
educated officers which, in turn, will professionalize criminal justice careers.
Impact on Police Performance
Possession of a college degree — irrespective of the academic major — means
more than simply equipping one’s self with credentials suitable for employment. A
college degree provides essential tools necessary for succeeding in any career. Smith and
Aamodt (1997) propose that a college education provides greater analytical
understanding of a field, as well as increased confidence and satisfaction in the job. The
authors also argue that police officers who possess college degrees perform significantly
better than those who hold high school diplomas. Shernock (1992) supports this position:
“Insofar as education militates against organizational parochialism and insularity, it
serves the positive function of promoting an occupational rather than an organizational
identification. . .” (p. 87). Carlan and Lewis (2009) conclude that this development of
policing as an occupation among college educated officers also aligns with the criteria of
professionalism. Rudoni, Baker, and Meyer (1978) emphasized early on that emerging
research on police education was consistent with the anticipated goals of producing a
professional body of officers. Therefore, college educated officers do appear to have
furthered the law enforcement field as a professional organization, rather than merely as
a trade or occupation. However, to gauge the actual effectiveness of the college degree, a
comparison of performance between college-educated officers and non-college educated
officers is necessary.
Literature suggests that educated and non-educated police officers differ
significantly with regard to effectiveness and performance. Truxillo et al. (1998) argue
that college educated police officers attain higher supervisory ratings along multiple
facets, specifically including higher perceived job knowledge, increased dependability,
and higher likelihood of promotion opportunities. Carlan (1999) concurs with these
findings when he suggests that the criminal justice system places an increased value on
the college degree insofar as these officers are granted more opportunities for
promotions, salary increases, and experience higher levels of job satisfaction. However,
Carlan (2007) adds that there is a delineation in job satisfaction along educational lines,
suggesting that officers who hold master’s degrees were significantly more satisfied
with their jobs than those who possessed baccalaureate degrees. These findings suggest
that increases in educational attainment generally correspond with advantages in the
areas of promotion, salary, and job satisfaction. Therefore, the criminal justice degree is
largely viewed in modern policing as an invaluable tool for equipping more dependable
and satisfied officers.
In addition to the aforementioned benefits pertaining to job satisfaction, salary
and promotion, the criminal justice degree also has proven valuable in enhancing
officer performance ratings. Some research supports the notion that police officers with
a college degree have better verbal and written communication skills, as well as evince
more concern toward citizens (Lersch & Kunzman, 2001; Chappell, 2008). The college
degree also seems to promote better decision-making among officers. With regard to
police academy training, college-educated officers, again, tend to outperform those with
only a high school diploma or GED. Bruns (2010) postulates that officers with
bachelor’s degrees demonstrate greater analytical skills and not only are more mature
but also strive for excellence in the setting of career goals for increased satisfaction and
advancement. As such, the college degree appears to more professionally shape police
departments and separate law enforcement from the ideology of a trade. Instead, college
education furthers the field of policing as a professional entity.
Influence on Police Misconduct
While college education has proven time and again to promote more well-rounded
police officers, the effect the degree has specifically on police conduct is highly
important. Community satisfaction with police is guided by perception of police behavior
and conduct. As such, it appears reasonable to presume that a college degree would
mitigate negative perceptions held by the public toward police ethics and professional
behavior. Carter and Sapp (1989) suggest there are significant differences between the
behavior patterns of college educated officers and those with lesser education. Not only
are these officers more likely to show concern for citizens, but they also are less likely to
use unethical means to resolve conflict with suspects and citizens. These officers are
more aware of a citizen’s constitutional rights, along with legal limitations when making
such decisions. Therefore, those who hold college degrees not only are better candidates
for adherence to laws and procedures, but also are more supportive of restrictions on
police discretion — thereby limiting the prevalence of misconduct and poor decision-
making. Lersch and Kunzman (2001) report that officers without a college education not
only tend to violate administrative policies with more frequency but also are more prone
to administrative referrals and to receive multiple complaints for inappropriate behavior.
On the contrary, though, officers who possess at least a two-year associate’s degree were
significantly less likely to violate policies. Manis, Archbold, and Hassell (2008)
replicated this study and found that officers without college education also tend to receive
more sustained citizen complaints. It appears, too, that these findings equally hold true
with respect to police use of force.
Literature provides similar results when examining variation across educational
backgrounds. Essentially, as education increases among officers, the corresponding
likelihood to use force decreases (Chapman, 2012; Paoline & Terrill, 2007; Rydberg &
Terrill, 2010); and this finding holds constant regardless of the nature of the force — be it
verbal or physical. Not only do educational differences surface pertaining to the use of
force, but these differences persist even when comparing educated police officers against
those with less education but with more experience. Therefore, it appears that possessing
a college education is essential to curbing verbal and physical force — regardless of job
experience. While these college-educated officers appear aware of the power differential
that exists when implementing force, they seem to better appreciate and understand the
negative consequences associated with such behavior. Interestingly, an officer’s
likelihood to discharge a weapon during a shooting seems influenced by educational
differences as well. McElvain and Kposowa (2008) report that police officers with
college degrees are less likely to fire a weapon during a shooting. Here, it is suggested an
officer’s history of shooting is a significant predictor of discharging a weapon during a
shooting in the future. However, it also appears that college education negates such a
tendency.
Prevailing literature on police education and behavior advises that much
improvement has been made in professionalization efforts. Telep (2011) notes that while
college may not solely explain the differing view toward misconduct, the driving factor
lies within the individual. A college graduate acquires different attitudes toward
unethical behavior and has a more positive outlook on the job. College-educated officers
— regardless of attainment level — display more unfavorable views toward all forms of
misconduct. It is worth noting, however, that these attitudes are more profound among
officers who completed a college degree prior to employment within policing.
Notwithstanding this finding, attaining a baccalaureate degree at any point in one’s career
still seems to produce significant perception differences toward the abuse of authority
compared to officers who continue their careers without higher education.
