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  • 1
    Online Resource
    Online Resource
    Frontiers Media SA ; 2022
    In:  Frontiers in Integrative Neuroscience Vol. 16 ( 2022-12-15)
    In: Frontiers in Integrative Neuroscience, Frontiers Media SA, Vol. 16 ( 2022-12-15)
    Abstract: Following the murder of George Floyd on May 25, 2020, Minneapolis represented the epicenter of protests that would reverberate internationally and re-instantiate a reckoning of the systemic and institutional racism that plagues American society. Also in the summer of 2020, and after several years of planning, the University of Minnesota (UMN) launched the Masonic Institute for the Developing Brain (MIDB), an interdisciplinary clinical and community research enterprise designed to create knowledge and engage all members of our community. In what follows, we describe the mission of the MIDB Community Engagement and Education (CEEd) Core and adjacent efforts within the UMN neuroscience and psychology community. Inherent to these efforts is the explicit attempt to de-center the dominant academic voice and affirm knowledge creation is augmented by diverse voices within and outside of traditional academic institutions. We describe several initiatives, including the Neuroscience Opportunities for Discovery and Equity (NODE) network, the NextGen Psych Scholars Program (NPSP), the Young Scientist Program, among others as exemplars of our approach. Developing and fortifying sustainable pathways for authentic community-academic partnerships are of central importance to enhance mutually beneficial scientific discovery. We posit that traditional academic approaches to community engagement to benefit the institution are severely constrained and perpetuate inherently exploitative power dynamics between academic institutions and communities.
    Type of Medium: Online Resource
    ISSN: 1662-5145
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2452962-X
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  • 2
    Online Resource
    Online Resource
    SAGE Publications ; 2013
    In:  SAGE Open Vol. 3, No. 3 ( 2013-07-01), p. 215824401349618-
    In: SAGE Open, SAGE Publications, Vol. 3, No. 3 ( 2013-07-01), p. 215824401349618-
    Abstract: While there has been a great deal of literature addressing students’ perceptions of bias in the classroom, there has been little in the way of examining the relationship between the student evaluations and the pedagogy used to examine sociological issues in class. We conducted a case study that reviewed and coded the written comments on Professor Prew’s Introduction to Sociology course evaluations in the 2008-2009 academic year. We assessed whether there was a correlation between the quantitative feedback on evaluations and the open-ended comments regarding the professor’s critical sociological perspective. Using means, ANOVA, and correlations, we specifically tested to see if students who left qualitative comments that contain overtly negative assessments of Professor Prew’s critical sociological perspective evaluated the course more negatively than those who are neutral or complimentary regarding his perspective. The findings show a positive correlation between negative attitudes regarding critical sociology and lower evaluation scores.
    Type of Medium: Online Resource
    ISSN: 2158-2440 , 2158-2440
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2628279-3
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  • 3
    Online Resource
    Online Resource
    SAGE Publications ; 1995
    In:  Teaching Sociology Vol. 23, No. 4 ( 1995-10), p. 407-
    In: Teaching Sociology, SAGE Publications, Vol. 23, No. 4 ( 1995-10), p. 407-
    Type of Medium: Online Resource
    ISSN: 0092-055X
    Language: Unknown
    Publisher: SAGE Publications
    Publication Date: 1995
    detail.hit.zdb_id: 2137406-5
    SSG: 3,4
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  • 4
    Online Resource
    Online Resource
    SAGE Publications ; 2019
    In:  Race and Justice Vol. 9, No. 2 ( 2019-04), p. 99-122
    In: Race and Justice, SAGE Publications, Vol. 9, No. 2 ( 2019-04), p. 99-122
    Abstract: While much previous research has looked at how race influences perceptions about police misconduct, very little research has explored races outside of Whites, Blacks, and Hispanics. Additionally, although research has explored how academic major affects college students’ attitudes about a variety of criminal justice issue, only recently has research begun to explore the impact that college major has on attitudes toward the police and perceptions about police misconduct. Using data from surveys given to students from three universities, this study explores the extent to which being White, Black, Hispanic, Asian, and Native American as well as majoring in law enforcement, criminal justice, and other disciplines influences perceptions students have about police misconduct. The findings indicate that race plays an important role related to perceptions about both general and neighborhood-level police misconduct and that academic major does have an influential impact on perceptions about police misconduct in general but does not significantly influence perceptions about neighborhood-level police misconduct.
    Type of Medium: Online Resource
    ISSN: 2153-3687 , 2153-3687
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2019
    detail.hit.zdb_id: 2598402-0
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  • 5
    Online Resource
    Online Resource
    SAGE Publications ; 2016
    In:  SAGE Open Vol. 6, No. 1 ( 2016-01-01), p. 215824401562495-
    In: SAGE Open, SAGE Publications, Vol. 6, No. 1 ( 2016-01-01), p. 215824401562495-
    Abstract: Although a sizable number of studies have gathered information from college students regarding their varying degrees of support for capital punishment, few have explored the underlying rationales behind these students’ death penalty support or opposition. In addition, although criminal justice majors have frequently been used as study participants, little research has sought to explore if law enforcement majors are different in manners for supporting or opposing capital punishment than other criminal justice majors. In the current study, a survey designed to measure reasons for support or opposition to capital punishment was administered to a convenience sample of 135 criminal justice and law enforcement majors at a mid-size Midwestern university. The results indicated that law enforcement majors were not significantly different from criminal justice majors on measures of support or opposition to capital punishment. There were, however, some notable differences found related to the academic standing of the students.
    Type of Medium: Online Resource
    ISSN: 2158-2440 , 2158-2440
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2016
    detail.hit.zdb_id: 2628279-3
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