Unit 3. Read Chapter 5 in Multicultural Law Enforcement Law Enforcement Contact with Asian/Pacific...

Unit 3

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?

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

Contraction of two termsAsian Americans and Pacific Islanders

Self-designation preferred over “Oriental”

Refers to 40 ethnic or cultural groups or more

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

What is the difference between an immigrant and a refugee?

Sponsored by the U.S. Government Largest number from Southeast Asia Entitled to public support services Public programs can create dependency

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

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?

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

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

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1943 - The Chinese Exclusion Act was repealed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

Over 100,000 Japanese Americans Evacuation and incarceration Called “Internment” No one was convicted of any crime

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?

From culture… To a mixture… To partial assimilation Cultural pride

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)

QUESTION: What are some common myths and stereotypes about Asian and Pacific Americans?

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

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.

Strong family ties Clannish behavior Father - head of the household Husband and wife both work outside of

home

Children care for each other Latchkey children are common Often serve as translators Direct communication to parent or adult

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

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

High context in communication style—Key context and background important

Eye contact, gestures, and other nuances

May not display emotions as expected

Underreporting of Crimes

Differential Treatment

Perpetrated by others within the same group

Human trafficking Cooperation with worldwide police

agencies in six countries (Cambodia, China, Laos,

Burma, Thailand, and Vietnam)

Asian/Pacific American communities gainingtrust with criminal justice system

Community policing

Recruiting aggressively and increasing

Asian/Pacific American peace officers

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

wforbes@kaplan.edu AIM: ForbesTeaching Virtual Office