unit 3. read chapter 5 in multicultural law enforcement law enforcement contact with asian/pacific...
TRANSCRIPT
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Unit 3
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Read Chapter 5 in Multicultural Law EnforcementLaw Enforcement Contact with Asian/Pacific
Americans Attend the weekly Seminar Respond to the Discussion Board
Why do you think that many Asian/Pacific Americans tend to resolve problems within their own communities? What can police officers and agencies do to reach this population more?
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Growth 76 percent growth for the decade 1990
to 2000 Major urban areas
New York City, Los Angeles, San Jose, San Francisco, Honolulu, San Diego, Chicago, Houston, and Seattle
Highest citizenship rates
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Contraction of two termsAsian Americans and Pacific Islanders
Self-designation preferred over “Oriental”
Refers to 40 ethnic or cultural groups or more
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Bangladeshi Belauan BhutaneseBruneian
Cambodian Chamorro ChineseFijian
Hawaiian Hmong IndianIndonesian
Japanese Kiribati Korean LaotianMalaysian Maldivian Marshallese MicroneMongolian Myanmarese Nauruan NepalesNi-VanuatuOkinawan Pakistani PilipinoSamoan Singaporean Sri Lankan Tahitian
Taiwanese Tibetan Tongan Thai
Tuvaluan Vietnamese Saipan Carolinian
Solomon Islander
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What is the difference between an immigrant and a refugee?
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Sponsored by the U.S. Government Largest number from Southeast Asia Entitled to public support services Public programs can create dependency
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Direct sponsorship of individual’s families Financial support from family or
employment Requirement of self-sufficiency for
permanent residence status Avoidance of public service programs
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What 1800’s law created the groundwork for racist thought toward Asian / Pacific Americans? Why did some feel it necessary to pass such a law?
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1850’s – Chinese immigration for jobs 1882 - Chinese Exclusion Act banned
immigrants for 10 years and was extended
1880 to 1920 – Chinese population dropped by 40,000
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The Immigration Act of 1917 banned all Asiatic countries except the Philippines
The Immigration Act of 1924 restricted all countries to two percent of originating country’s population
The two percent restriction did not change until 1965
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Tydings-McDuffie Act of 19341935 - Free one-way ticket to the Philippines
1943 - The Chinese Exclusion Act was repealed
1965 - The McCarran-Walter Act - 20,000 per year with the “fifth preference” category
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Over 100,000 Japanese Americans Evacuation and incarceration Called “Internment” No one was convicted of any crime
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The text moves to classify Asian / Pacific Americans according to generations. As generations of cultures, including Asian and Pacific Americans, assimilate within American society, what in your view happens with their culture?
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From culture… To a mixture… To partial assimilation Cultural pride
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Surviving: Immigrant or refugee (- 5 years) Preserving: Immigrant or refugee (5 years +) Adjusting: Second generation Changing: Immigrant (Majority of time in
US) Choosing: Third generation or more Maintaining: National (anticipates return to
native country) Expanding: National (global workplace)
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QUESTION: What are some common myths and stereotypes about Asian and Pacific Americans?
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1. All alike due to similarities
2. Successful “model” or “super minority”
3. Viewed as “foreign” terrorists because of their religious affiliation or cultural dress
4. Misunderstanding cultural differences
and practices
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Based upon the description of the typical structure of an Asian / Pacific American household, could you imagine any issues that could arise out of police contact with this type of household during a family dispute? Describe them, if so.
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Strong family ties Clannish behavior Father - head of the household Husband and wife both work outside of
home
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Children care for each other Latchkey children are common Often serve as translators Direct communication to parent or adult
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Underestimated and under-reported Tjaden and Thoennes (2000)—12.8
percent reported being physically assaulted and 3.8 percent reported rape
Abraham (2000) —Community-Agency survey found over 1,000 South Asian women sought help for abuse and family violence
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Officers must take time to get information from witnesses, victims, and suspects
Strong family and group orientation Considered “rude” and “loss of face”
to say “no” to authority
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High context in communication style—Key context and background important
Eye contact, gestures, and other nuances
May not display emotions as expected
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Underreporting of Crimes
Differential Treatment
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Perpetrated by others within the same group
Human trafficking Cooperation with worldwide police
agencies in six countries (Cambodia, China, Laos,
Burma, Thailand, and Vietnam)
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Asian/Pacific American communities gainingtrust with criminal justice system
Community policing
Recruiting aggressively and increasing
Asian/Pacific American peace officers
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Read Chapters 6 & 14 in Multicultural Law Enforcement Law Enforcement Contact with African
AmericansRacial Profiling
Attend the weekly Seminar Respond to the Discussion Board
Evaluation of a police contact Complete and Submit the Unit 4 Project
Analyze cross-cultural contact that police officers and civilian employees have with citizens, victims, suspects, and coworkers.
2-4 page paper
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