The U.S. has a long history of practices that have targeted or disproportionately affected specific racial and ethnic groups, including the genocide of Native Americans and colonization of tribal lands, slavery, lynchings of African Americans and Mexicans, the zoot suit riots, early enforcement of drug use among Asian and Hispanic Americans, the War on Drugs, discriminatory housing practices, disparate access to quality education, environmental crises, and immigration enforcement. a. How have historical events and practices influenced the development of the criminal justice system?

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The following exam consists of three long essay questions (worth 15 points each) and one short essay question (worth five points). In total, there are 50 points possible. Please carefully read and fully respond to each question. Exam questions will be graded based on relevance/accuracy, thoroughness/integration, and mechanics. This exam should be 7-8 pages total in length, not including your work cited page. Please submit your responses in typed, double-spaced, 12-point font, Times New Roman Font, and with 1-inch margins. Use APA style for references and support factual statements with evidence from the class readings, discussion, or empirical sources (additional outside sources are not required for this exam). Below is a review of the readings (Chapters 4-9), terms, and concepts covered in class. You will be partially graded on the level of integration of ideas and terms in these readings. Gabbidon, S. L., & Greene, H. T. (2019). Policing. In Race and crime (5th edition, pp. 119-164). SAGE Publications. Gabbidon, S. L., & Greene, H. T. (2019). Courts. In Race and crime (5th edition, pp. 165-206). SAGE Publications. Gabbidon, S. L., & Greene, H. T. (2019). Sentencing. In Race and crime (5th edition, pp. 207-244). SAGE Publications. Gabbidon, S. L., & Greene, H. T. (2019). The death penalty. In Race and crime (5th edition, pp. 245-278). SAGE Publications. Gabbidon, S. L., & Greene, H. T. (2019). Corrections. In Race and crime (5th edition, pp. 279-320). SAGE Publications. Gabbidon, S. L., & Greene, H. T. (2019). Juvenile justice. In Race and crime (5th edition, pp. 321-360). SAGE Publications. Review of Terms • Racial profiling • Police-community relations • Implicit bias • Best practices • Driving while Black/Brown • Street stops • Profiling in airports • Consent searches • Dual-court system • Bail • Plea bargaining • Peremptory challenges • Public defender system • Pretrial release • Voir dire • Jury nullification • Probation • Rehabilitation • War on Drugs • Sentencing disparities • Parole • Innocence Project • Wrongful convictions • Corrections • Prisoner reentry • Intensive probation • Community supervision • Mass incarceration • Collateral consequences • Recidivism • Reentry courts • Disproportionate minority contact • Private prisons • Prison-industrial complex • School-to-prison pipeline • Juvenile court • Juvenile justice system • Intake • Adjudication • Disposition • Child savers/Black child savers • Houses of refuge • Reformatories • Gender-specific programs o Pre-text stops (also “pretextual stops”) o Pretrial services o Sentencing o Cumulativedisadvantage o Mandatory minimums o Sentencing guidelines o Convict lease systems Long Essay (15 points each, 45 points total) 1. The U.S. has a long history of practices that have targeted or disproportionately affected specific racial and ethnic groups, including the genocide of Native Americans and colonization of tribal lands, slavery, lynchings of African Americans and Mexicans, the zoot suit riots, early enforcement of drug use among Asian and Hispanic Americans, the War on Drugs, discriminatory housing practices, disparate access to quality education, environmental crises, and immigration enforcement. a. How have historical events and practices influenced the development of the criminal justice system? Consider police, courts, and corrections. Explain your answer. b. Make an argument for whether you believe these historical events continue to influence criminal justice system functioning today. 2. a. Summarize the McCleskey v. Kemp case, including McCleskey’s habeas corpus petition and argument based on the Baldus study. b. Imagine that you were a Supreme Court justice hearing this case. Would the statistical data from the Baldus study have influenced your decision? Why or why not? c. Generally, should evidence of racial and ethnic disparities be used in court cases to determine whether practices (arrest, pretrial release, sentencing, etc.) are discriminatory? Why or why not? 3. Racial and ethnic disparities in system involvement are a major concern of many citizens and criminal justice practitioners. Consider the following components of the criminal justice system: a. Policing b. Court processes c. Corrections For EACH component, offer THREE strategies to reduce racial/ethnic disparities (total of nine different strategies). Explain what your strategies mean and how they will reduce disparity. For each component, you can take a broad or narrow approach. For example, within Courts, you can discuss multiple areas, such as lawyer education, jury selection, and sentencing. Alternatively, you can focus on one of these, offering three disparity-reduction strategies for that one area. Short Essay (about a paragraph: five points total) 4. What have we covered in this class that has challenged your thinking? Explain. (For this question discuss the divisiveness surrounding the death penalty/ capital punishment)

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