Reducing Ethnocentrism through Multiculturalism and Social Learning in Multicultural Societies

Ethnocentrism is the belief that one’s own culture is centrally important and is superior to other cultures, and influences how people would communicate with others from different cultural backgrounds in a multicultural society. This study describes the perceptions of criminology faculty and students towards reducing ethnocentrism through multiculturalism and social learning. This quantitative descriptive research determined the perceptions of 50 purposively selected faculty member and 125 criminology students from selected universities in Metro Manila towards reducing ethnocentrism through multiculturalism and social learning. The researcher-developed questionnaire was administered online using Google Form. Data privacy and confidentiality were considered during the conduct of the entire study. Data were analysed using frequency and percentage distribution, mean, and rank. The majority of the respondents belong to the age group of 20 and younger. The respondents were dominated by males, and were singles. The majority of student respondents were in the first year. The majority of faculty respondents have master’s degree and 1- 10 years of teaching experience, and were regular/permanent employees. In terms of monthly gross income, 25 or 50% of faculty respondents earn P 30,000- 39,999.00. The majority of the faculty and criminology students believed that ethnocentrism can be reduced through multiculturalism and social learning, such that, social learning can be activated through self-awareness to tolerating differences to appreciating the benefits of differences. As gleaned from the study, ethnocentrism can be reduced by modeling an open-minded and accepting organizational climate amidst cultural diversity and complimenting social learning in developing social intelligence, promoting mutual respect, and active listening that leads to intercultural collaboration in this culturally diverse police force and societies.

Student motivations for studying criminology: A narrative inquiry

The number of students studying criminology at university has significantly increased. Yet, criminology students have been all but ignored in research, despite being key stakeholders and ambassadors in the criminological enterprise. Drawing on the analysis of 12 in-depth interviews, we explore why students are motivated to study criminology and how these motivations are linked to their past experiences and future aspirations. Using a narrative inquiry, three types of stories emerged through our analysis: stories about (1) building on existing interests, (2) understanding the ‘self’, and (3) securing ‘justice’ and ‘helping’ others. The stories students tell about their exposure to ‘crime’ help motivate their decision to study criminology, while their engagement with the discipline, enables them to make sense of these previous experiences and of themselves.

Qualities of Criminology Teachers: Their Influence on Learning Motivation of Students

A motivated teacher is crucial to a successful classroom. The main objective of the study was to determine the qualities of Criminology teachers and their influence on the learning motivation of students. The study employed the quantitative, nonexperimental, and descriptive type of research involving the 3rd and 4th-year Criminology students of Saint Francis Xavier College (SFXC) and Southway College of Technology (Socotech) in San Francisco, Agusan Del Sur, as respondents of the study. A universal sampling technique was utilized, covering 355 respondents. Mean, and Pearson r were the statistical tools used in treating the data. The findings reveal a high level of the qualities of criminology teachers in terms of personal and professional qualities. In addition, there is a high level of learning motivation of criminology students in terms of school competition, reward, scholarship, privilege, and incentive. Moreover, there is a significant relationship between Criminology teachers’ qualities and the learning motivation of Criminology students. This shows that the higher the level of qualities of a teachers, the higher the students’ motivation. It was recommended that the School administrators consider the study results as their guide in creating and supervising teachers’ vision and mission and in monitoring teachers to ensure quality education.

16. Dissertations and research reports

Many criminology students will be required to produce a dissertation or research report in their final year. This chapter distinguishes between these two pieces of work and offers practical advice on the requirements of each. It addresses skills such as selecting a workable research question and developing an effective relationship with supervisors, and also provides guidance on how to organize workload and create a suitable structure for a dissertation or report.

7. Writing skills

This chapter discusses the elements of good written English for criminology students, with particular emphasis on the way that language is used in academic writing. It covers the use of appropriate academic language and written style, grammar, and punctuation as well as practical guidance on matters such as producing a flowing line of argument, and selecting quotations. It also contains advice on writing within the word limit.

6. Study skills

This chapter discusses study skills for criminology students. It includes practical advice on different approaches to note-taking and organizing notes, time-management and planning, working with others, and getting the most out of seminars and lectures. It also includes an introduction to personal development planning (PDP) as a means of reflecting, planning, and taking action in respect of personal, educational, and career development.

11. Revision and examinations

This chapter focuses on skills that will help criminology students ensure that their revision is effective and productive. It includes putting together a realistic and achievable revision plan by using the syllabus to identify appropriate topics to revise. It also covers different strategies for active revision, including writing practice answers. It gives advice on planning answers in an exam setting together with tips on avoiding the most common problems that arise in exam answers.