Browsing by Author "Blankenship, Chastity"
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Item College Students and Service Learning: Does Aiding At-Risk Youth Invoke Change?(2016-03-24) Wathen, Alec Ford; Blankenship, Chastity; Carter, Lisa M.Service learning is a concept that has been gaining traction in colleges across the country. Though there is no single definition, most service learning concepts involve volunteer work outside of the classroom and then reflecting on those experiences, whether in writing or in oral discussion after the volunteering takes place. Our study, which is still in progress, includes students in a criminological theory class taking part in a service-learning project aiding at risk youth. These students took a survey prior to taking part in the project, which helped researchers gauge the student’s feelings toward volunteering, feelings toward classroom learning, and self-confidence. After taking part in the project, students will take a post-test to gauge their feelings towards the project and any attitude changes they may have undergone. The researchers hope that results of the study show a significant change in self-confidence, and attitudes toward volunteering after students take part in the service learning project.Item Embedding and Assessing Service-Learning in a Learning Community(2017-10-20) Blankenship, Chastity; Carter, Lisa M.; LoCasto, SydneyBecause Learning Communities emphasize collaborative, integrative learning, they are an excellent site for embedding service-learning projects. Additionally, service-learning in the context of a learning community can help to bridge a number of divides, such as those between people of different backgrounds or the “town-gown” divide. The facilitators will discuss how they planned and implemented a service-learning project and go deeply into several different forms of assessment, which they are currently using to better understand student outcomes after participating in a service learning project. They will also discuss tips to help with the Institutional Review Board (IRB) process. This workshop will also include a student presenter who will share her experience in the program and data analysis of the project.Item Factors Influencing Federal and State Probation Officer Turnover Intention(Corrections: Policy, Practice and Research, 2016-10) Blankenship, Chastity; Slate, Risdon N.Stress among criminal justice professionals is generally associated with turnover intention. This study uses survey data from over 700 state and federal probation officers from the same southern jurisdiction to explore factors significantly related to turnover intention. Pearson correlation and a structural model reveal significant relationships between a variety of variables such as the agency where a probation officer works, perceptions of participation in workplace decision making, job satisfaction, and physical stress as predictors of turnover intention. The results support the importance of job satisfaction, participatory management, positive work environment and physical stress as factors related to turnover intention.Item Guidance for the IRB form and process(Florida Southern College, 2023-08-18) Blankenship, ChastityItem It Relates to My Everyday Life.’ Critical Pedagogy and Student Explanations of Interest in Sociology Course Topics(Center for Undergraduate Research and Creative Activities University of North Georgia, 2016) Mauldin, Mindy R.; O'Donnell, Cullen T.; Blankenship, Chastity; Bates, JeremieWe applied critical pedagogy in the college classroom by asking students what topics they would want covered in their Introduction to Sociology courses if they were given the power to decide. Students were also asked to explain why they were interested, and uninterested, in learning about the topics they chose from our questionnaire. Survey data was collected from 191 students at a southeastern community college; the majority were not sociology majors. Overall, students were the most interested in learning about culture, deviance, race, and gender issues. Students were the least interested in learning about topics concerning urbanization and the economy. We found that students are typically interested in topics that are related to general curiosities or are applicable to the students’ personal lives or future careers. However, students were vaguer in their responses regarding why they were uninterested in learning about particular sociological topics; most students claimed that they were simply “just uninterested.” These results support the claim that a student’s desire to learn material is guided by how personally invested he or she is in the topic. By implementing a critical pedagogical teaching approach in the classroom, professors could increase student interest, thus fostering more successful and satisfied students.Item Knowledge and Perceptions of the Death Penalty: Examining the Marshall Hypothesis(2017-04-14) Hearthstone-Leroux, Kaitlin Marie; Carter, Lisa M.; Blankenship, ChastityThe Marshall Hypothesis suggests that ignorance of the death penalty is correlated with support for its use unless an individual views capital punishment’s purpose as retribution for a crime. The researchers of this study were interested to see if students that take courses in which capital punishment is discussed, (i.e. criminology majors and minors) would be more knowledgeable and less likely to support the death penalty. Participating students completed a questionnaire testing their knowledge of the death penalty and their attitudes toward its use. Overall, students were more likely to support the death penalty and results also suggest students view its use as retribution for particularly heinous crimes.Item Knowledge of Factors Affecting Eyewitness Reliability(Florida Southern College, 2022-05) Curran, Breanna; Quinlivan, Deah S.; Blankenship, ChastityResearch has consistently shown that there are contributing factors in the unfair outcome of the justice system, one of which is mistaken eyewitness identification. Eyewitnesses have proven to be unreliable, as seen in the vast amount of wrongful conviction cases. Knowledge of factors that may influence eyewitness identification is crucial in helping to minimize error. We are all connected to the justice system in a way, whether that is a family member in law enforcement, becoming a lawyer, taking part in a jury, etc. The current study tests for the knowledge of eyewitness factors using a questionnaire. The questionnaire was administered to 294 students across various academic disciplines at a small private southeastern college. Differences in knowledge between college majors, exposure to research, course history, and familial involvement in the criminal justice system were tested for.Item The Scholarship of Teaching and Learning in Teaching Sociology: 1973–2009(Sage Publications Inc., 2012-04) Paino, Maria; Blankenship, Chastity; Grauerholz, Liz; Chin, JeffreyThis article updates and extends research by Baker and Chin, who tracked changes in studies published in Teaching Sociology from 1973 to 1983 (Baker) and 1984 to 1999 (Chin). The current study traces manuscripts published in Teaching Sociology from 2000 to 2009. We examine both who publishes in the journal and what gets published. In particular, we explore change in the [...] Copyright of Teaching Sociology is the property of Sage Publications Inc.Copyright applies to all Abstracts. Users should refer to the original published version of the material for the full abstract.Item “Sing me back home:” Using country music to clarify criminological theory in undergraduate courses(Taylor & Francis, 2022) Stogner, John; Slate, Risdon N.; Blankenship, Chastity; McKee, JesseThe inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor’s inclusion of crime-specific songs from older musical genres appeared to disrupt students’ stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of “outlaw” country music; guidance is also provided for utilizing other genres.Item “Sing Me Back Home:” Using Country Music to Clarify Criminological Theory in Undergraduate Courses(Routledge, 2022-03) Stogner, John; Slate, Risdon N.; Blankenship, Chastity; McKee, JesseAbstract The inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor’s inclusion of crime-specific songs from older musical genres appeared to disrupt students’ stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of “outlaw” country music; guidance is also provided for utilizing other genres. [ABSTRACT FROM AUTHOR] Copyright of Journal of Criminal Justice Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)Item Status frustration among college students: The relationship between socioeconomic status and undergraduate performance(Routledge, 2018-06-03) O’Donnell, Cullen T.; Blankenship, ChastityCohen’s status frustration theory explains that even though everyone is encouraged to achieve a high status in society, lower-class people have very small chances of successfully doing so. Students from a private college and a public community college were given questionnaires about socioeconomic statuses, college majors, career plans, grades, and participation in delinquent activities. Findings support specific components of Cohen’s theory. Minority and lower-class students participated in more deviant behaviors. Results also revealed significant differences in prestige of career goals between students of different social classes. Finally, there was a significant relationship between perceived opportunities and grade point averages.