University of Southern California Dissertations and Theses

Interdisciplinary studies in community-empowered justice

(USC Thesis Other)

Interdisciplinary studies in community-empowered justice

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content 1
Interdisciplinary Studies in Community-Empowered Justice
Capstone Project Proposal: Eliminating Racism
Derrick E Felton
University of Southern California
Suzanne Dworak-Peck School of Social Work
DSW Program
Professor, Dr. Michael G. Rank, Chair
August 2024

2
Table of Contents
Abstract............................................................................................................................................................................................... 3
Acknowledgments .............................................................................................................................................................................. 4
Positionality Statement ...................................................................................................................................................................... 6
Executive Summary ........................................................................................................................................................................... 7
Problem of Practice and Literature Review.................................................................................................................................... 13
Solution Landscape.................................................................................................................................................................... 17
Conceptual Framework............................................................................................................................................................. 19
Methodology..................................................................................................................................................................................... 22
Applying the Design Justice Principle...................................................................................................................................... 23
Market Analysis......................................................................................................................................................................... 25
Likelihood of Market Adoption................................................................................................................................................ 25
Methods Used for Market Analysis.......................................................................................................................................... 26
Project Description........................................................................................................................................................................... 27
Design Criteria ........................................................................................................................................................................... 29
Prototype Description................................................................................................................................................................ 31
Theory of Change............................................................................................................................................................................. 31
Implementation Plan ....................................................................................................................................................................... 35
Evaluation Plan ............................................................................................................................................................................... 38
Challenges/Limitations.................................................................................................................................................................... 39
Conclusion and Implications........................................................................................................................................................... 40
Appendix A: Design Criteria ........................................................................................................................................................... 44
Appendix C....................................................................................................................................................................................... 53
Works Cited ...................................................................................................................................................................................... 60

3
Abstract
Police brutality, particularly against Black Americans, has a long-standing history in the
United States. Despite variations in identity labels, such as "African American" versus "Black
American," individuals of dark complexion often face interactions with law enforcement
throughout their lives. Older individuals of color, with limited prior encounters with police, are
frequently shocked by mistreatment when they become targets of law enforcement. The
mistreatment of Black individuals ranges from subtle forms of racial profiling to severe incidents
resulting in injury or death. This paper delves into the historical context of police brutality,
questioning why this issue persists in modern society. With numerous lives lost at the hands of
police, communities demand change. The paper proposes addressing Racism in law enforcement
at its core by creating a curriculum at the college level designed for students seeking careers in
law enforcement. The "Interdisciplinary Studies in Community Empowered Justice" certificate
focuses on eliminating Racism by having students explore the history of law and infusing
humanities classes supported by all stakeholders. This approach may improve the relationship
between police and the BIPOC (Black, Indigenous, People of Color) community.
While the paper primarily examines the Impact on the Black community, it acknowledges
that police brutality affects individuals of color broadly. Additionally, the paper explores
innovative solutions that may be pivotal in reducing Racism and ending police brutality.

4
Acknowledgments
I am deeply indebted to Dr. Michael Rank, my chair, for his unwavering support
throughout this journey. His guidance, encouragement, and insightful feedback have given me
the confidence and direction to navigate this challenging process. Without his expertise and
mentorship, this capstone project would have not reached its full potential.
I want to express my most profound appreciation to Dr. Elvin Ramos and Dr. Tommy
Tunson, who were part of my design committee. Their constructive criticism and feedback
significantly contributed to the development and refinement of this work. Their expertise and
willingness to engage in thoughtful dialogue helped elevate this research's quality. I am grateful
for their dedication and the time they invested in supporting me.
I am incredibly grateful to my cohort classmates, whom we fondly called the Dream
Team. Their relentless support, moral encouragement, and practical assistance were crucial
throughout this journey. The late-night phone calls for reviewing ideas, the collaborative editing
sessions, and the mutual encouragement provided a strong network that helped me persevere
through the more challenging phases of this project. The bond we formed and the shared
commitment to our academic pursuits made this journey bearable and enjoyable.
I could not have undertaken this journey without the unwavering support of my family,
friends, and Ms. Pauline Wethington, who reminds me of times growing up in Mississippi and
listening to Elders speak their truth with wisdom. They believed in me and offered comforting
words when I felt overwhelmed. Their faith in my capabilities and their constant encouragement
were pivotal in helping me stay focused and motivated. Their presence and support provided a
much-needed foundation that enabled me to overcome various obstacles.

5
Words cannot express my gratitude to the police officers and community members who
sat down with me and spoke their truth. Their openness and honesty were crucial to the success
of this research. Their willingness to share their experiences and insights provided a rich source
of data essential to this study's depth and authenticity. Their contributions have been invaluable,
and I am deeply thankful for their participation.
I also want to extend my heartfelt thanks to my church family for their prayers and
weekly passage texts that kept me grounded. Their spiritual support and encouragement provided
a sense of peace and resilience, helping me maintain a balanced perspective throughout this
demanding journey. Finally, I am grateful to all those who, in one way or another, supported me
in this endeavor. Your contributions, whether through direct involvement or moral support, have
been deeply appreciated.
Thank you all for your unwavering support and contributions.

6
Positionality Statement
As a Black man and a veteran, my positionality on the issue of police brutality is deeply
influenced by my personal experiences and the context of growing up in New Orleans and
Mississippi. These regions are often seen as the heart of Racism in the South, and I witnessed
firsthand the pervasive Impact of Racism on various aspects of life, including employment,
education, and personal relationships.
The "Talk" that is shared with young Black boys and Black girls about interacting with
law enforcement was an everyday conversation in the Black community, especially in my
family, highlighting the fear and trauma associated with these interactions. This generational
trauma has deeply affected me and many others, shaping our views on police and the criminal
justice system.
As a student at the University of Southern California, I am also aware of the 13th Grand
Challenge of eliminating Racism sparked by the death of George Floyd in 2020. This grand
challenge, particularly in law enforcement, resonates with me deeply, as I believe that all
individuals, regardless of race, should be treated with dignity, respect, and fairness. The current
global news coverage of police brutality further reinforces the need for advocacy and action
against systemic Racism.
A commitment to anti-racism, social justice, equity, and inclusion guides my positionality
on police brutality. I believe that by working collaboratively with others who share these values,
we can create a more just and equitable society where the BIPOC (Black, Indigenous, People of
Color) community can live free from the fear of police brutality.

7
Executive Summary
Police brutality against African Americans is a critical issue with deep historical roots
and significant contemporary implications. This persistent problem manifests in various forms,
ranging from racial profiling and harassment to physical violence and fatal encounters. African
Americans disproportionately experience these injustices, leading to widespread mistrust of law
enforcement within their communities. This project explicitly addresses the systemic Racism
embedded in law enforcement practices that contribute to such brutality.
The project seeks to address the pervasive issue of police brutality by focusing on the
systemic Racism within law enforcement agencies. By implementing a specialized curriculum,
"Interdisciplinary Studies in Community Empowered Justice," at the college level, the project
aims to:
1. Educate Future Law Enforcement Officers: By providing students with a comprehensive
understanding of the historical context and contemporary issues surrounding police brutality and
systemic Racism, the program aims to foster a new generation of more culturally aware and
socially responsible law enforcement officers.
2. Promote Interdisciplinary Learning: Integrating humanities, social sciences, and law studies
encourages students to approach justice from multiple perspectives. This interdisciplinary
approach aims to create well-rounded individuals who can think critically about the impact of
their actions on marginalized communities.
3. Foster Community Relations: The program aims to bridge the gap between law enforcement
and the communities it serves, particularly the BIPOC community, by involving community
stakeholders in the educational process. This involvement is crucial for building trust and
understanding.

8
The problem of police brutality and systemic Racism in law enforcement has been
extensively documented in academic literature. The United States history shows that the root of
police brutality against African Americans can be traced back to the era of slavery and
studies highlight the systemic nature of Racism in law enforcement agencies. There has been a
profound negative impact of police brutality on African American communities and other people
of color that has led to psychological trauma, economic hardship, and social disenfranchisement.
The 13th Grand Challenge for Social Work, "Eliminating Racism," calls for
comprehensive efforts to dismantle systemic Racism in all its forms and create a society where
racial equity is realized. This challenge emphasizes the importance of addressing institutional
Racism, promoting social justice, and ensuring equal opportunities for all individuals,
particularly marginalized communities. By focusing on the education and training of future law
enforcement officers, this capstone project seeks to make a significant impact in the ongoing
effort to eliminate Racism and improve policing practices for the benefit of all communities.
When developing the design thinking methodology, I focused on a human-centered
approach to problem-solving that emphasizes empathy, ideation, prototyping, and testing. This
methodology ensures that the program is tailored to meet the needs and expectations of all
stakeholders involved, including police officers, community leaders, educators, and students.
The pilot program seeks to:
• Instill a deep understanding of the historical and contemporary issues of racism
and police brutality.
• Equip students with cultural competence and social justice principles.
• Improve community-police relations by fostering empathy and mutual respect.

9
• Ultimately, it will create a new generation of law enforcement officers committed
to equitable and fair policing practices.
In addition, the pilot program is designed to be a realistic and practical solution to address
systemic Racism within law enforcement. The program provides a comprehensive educational
framework that promotes social justice and cultural competence by aligning with critical race
theory and social learning theory. Through stakeholder engagement, continuous feedback, and
adherence to best practices, the project aims to create a meaningful and lasting impact on police
practices and community relations.
The "Interdisciplinary Studies in Community Empowered Justice" certificate program is
professionally significant as it directly contributes to the Grand Challenge of Eliminating
Racism. By transforming law enforcement education, promoting racial equity, building cultural
competence, engaging community stakeholders, creating sustainable change, and setting new
standards for professional training, the program makes a meaningful and lasting impact on
addressing systemic Racism. Through its innovative and collaborative approach, the program not
only enhances the professional competence of future law enforcement officers but also advances
the broader goals of social work and social justice.
Implementation Plan
1. Curriculum Development:
Design Courses: Create detailed syllabi for core modules focusing on the history of
Racism in law enforcement, critical race theory, cultural competence, and community
engagement.
Integrate Interdisciplinary Studies: Ensure the curriculum includes relevant humanities,
social sciences, and legal studies courses to provide a comprehensive educational experience.

10
2. Stakeholder Engagement:
Collaborate with Experts: Involve police officers (past and current), community
leaders, educators, and students in the development process to ensure the curriculum meets realworld needs.
Gather Feedback: Conduct focus groups and surveys to collect input from stakeholders
and refine the program accordingly.
3. Pilot Program: Identify a few colleges (De Anza College) and universities that will
implement the initial version of the program.
Launch Pilot Courses: Roll out the curriculum to a small group of students, providing
support and resources for instructors and participants.
4. Assessment and Evaluation:
Collect Data: Gather qualitative and quantitative data on the pilot program’s
effectiveness, including student feedback, academic performance, and community impact.
5. Scale and Expand:
Broaden Implementation: Expand the program to additional institutions after successful
pilot testing.
Continuous Support: Provide training and resources for instructors and institutions to
ensure the program's sustainability.
Future Action Steps
1. Long-Term Monitoring and Evaluation:
Establish Metrics: Develop clear metrics for evaluating the program's long-term
success, focusing on outcomes such as improved community-police relations and reduced
instances of racial profiling.

11
Regular Assessments: Conduct regular evaluations to monitor progress and make
continuous improvements.
2. Community and Professional Development:
Community Workshops: Organize workshops and seminars for community members
and law enforcement professionals to foster ongoing dialogue and learning.
Professional Training: Offer continuing education opportunities for current law
enforcement officers to update their skills and knowledge per the program's principles.
3. Policy Advocacy:
Influence Policy: Use the program's findings and successes to advocate for local, state,
and national policy changes to support anti-racism initiatives in law enforcement training and
practices.
4. Research and Dissemination:
Conduct Research: Engage in ongoing research to explore new methods and strategies
for eliminating Racism in law enforcement.
5. Building Partnerships:
Expand Collaborations: Form partnerships with additional educational institutions, law
enforcement agencies, and community organizations to broaden the program.
The implementation plan for the "Interdisciplinary Studies in Community Empowered
Justice" certificate program involves a structured approach to curriculum development,
stakeholder engagement, pilot testing, and continuous evaluation. Future action steps focus on
long-term monitoring, community and professional development, policy advocacy, ongoing
research, and building partnerships. This comprehensive strategy ensures the program's success
in addressing systemic Racism in law enforcement and promoting social justice. I believe

12
implementing this pilot program will help the community return to the basics of policing by
enforcing the law with dignity and respect. We must rebuild the gap between police officers and
the BIPOC community. It is up to all of us to roll up our sleeves and take responsibility on both
ends of the spectrum.

13
Problem of Practice and Literature Review
The first police department in the United States was established in New York City in
1844. Other cities followed New Orleans and Cincinnati (Ohio) in 1852; Boston and
Philadelphia in 1864; Chicago and Milwaukee (Wisconsin) in 1855; and Baltimore (M.D.) and
Newark (N.J.) in 1857. Police in the United States became the province of state and local
governments, and each city established its own police department (key point each city
established its own police department). Early departments all used the London Metropolitan
Police as a model (Britannica.com). To truly understand the essence of police and the
mistreatment of Blacks we must go back deeper than just 1844.
Policing in America arose out of the slave patrol system, where white men in every
district throughout the southern states were appointed as patrol. These patrols would ride the
roads at night to ensure that Blacks were not out after dark. Any Black person found out past
sundown was stopped, searched for weapons, and required to show documents proving they were
free or running an errand for their owner. If no papers could be produced, they were taken to jail
to wait for their master to claim them (Courier-Journal, 2020). Even today it feels that Blacks
must still prove that they are free, not so much as carrying papers stating they are free, but they
must show the purpose of their destinations. In other words, the question often posed by police
officers is, "Why are you out here driving, walking, or just being carefree? Don't you have
somewhere to be other than where you are currently?"
Police departments are consistently challenged to serve their communities by reducing
misconduct and being held accountable. In the U.S., policing reform is best described as déjà vu
or Groundhog Day, with high-profile groups organizing every few years to list the same
recommendations for improving police (Alpert & McLean, 2021). Can the status of police and

14
their perspective communities rebuild trust? What would that trust look like and is that topic of
trust even worth discussing? Trust and establishing legitimacy are essential to building strong
relationships in this crisis that we see with law enforcement (Murray 2017). Is it possible to look
outside of the U.S. how other countries are engaging with their police and communities? Murray
suggests that the U.S. would benefit from looking at policing outside itself and use Northern
Ireland as an example. In his thesis Murray suggests looking at Northern Ireland's Pattern Report
that policing is not just the responsibility of law enforcement but also the community that it
serves with a shared responsibility. A shared responsibility is not to blame the police or the
community for the misconduct on both sides in some cases.
Addressing police brutality is a critical issue in society, especially in the United States. It
is imperative that society stops disregarding the BIPOC community and believe in time, the
problem will be solved on its own. For 9 minutes and 29 seconds, Derek Chauvin pressed his
knee into the neck of George Floyd, an unarmed Black man (Chaney & Robertson, 2013). If this
event had not been televised in the way it was presented, how many more unarmed people of
color would die at the hands of police? In 2013, the American Academy of Social Work and
Social Welfare identified problems that were important and compelling to the broader public.
The Academy identified 12 grand challenges for the profession, and although there was
discussion about ending racism, members felt that Racism could be addressed within the 12
grand challenges. Published in 2019, the Grand Challenges of Social Work added their 13th
grand challenge of eliminating Racism (Grand Challenge of Social Work, 2024). I accepted this
grand challenge of eliminating Racism within law enforcement and ending police brutality in the
BIPOC community. Thus addressing biases within law enforcement and the policies that hold
Racism in place.

15
How does one's bias interfere with the way one views others? Hall et al (2016), argues
that Black males are more likely to be killed due to implicit bias from police offices. Implicit
bias occurs when a discriminator is not aware of their own bias (Hall et al., 2016). In addition,
stereotypes of Black men can and influence shooter bias. When tested to shoot or not to shoot,
participants made a quicker decision if the person was Black and appeared to have the
appearance of a weapon (Hall et al., 2016).
The target population that has been on the cross-hire of police is the BIPOC community,
especially Blacks, impacting families, communities, and society. There has been physical and
psychological trauma. Victims of police brutality have experienced physical injuries from
bruises, fractures, and what we are seeing more of these days' death. The trauma has led to
generational trauma having long-lasting psychological effects from depression, post-traumatic
stress disorder, and anxiety. This has led to a distrust and fear of the police, hesitation to report
crimes and barriers with community and police relations. Witnessing or experiencing police
brutality can have a significant impact on mental health, leading to anger, mistrust and feelings
of helplessness. Police brutality can exacerbate existing social inequalities, particularly in the
BIPOC community. Addressing police brutality requires a multifaceted approach that involves
reform, accountability, and efforts to rebuild trust between law enforcement and the community.
How do various stakeholders perceive and understand the issue? One school of thought is the
accountability of the police.
Accountability of police is not new to society; it is a cry that has been shouted from the
rooftops since the first formation of police in South Carolina. Many of us have heard of the
protection that police hide anytime the spotlight is on them for an infraction against civilians.
Conversely, it is interesting that when the evidence is clear that officers have acted out of

16
character and have violated a person's right, they are found not guilty. The reason behind their
innocence, per se, is that many officers are well versed in the Law Enforcement Officers' Bills of
Rights (LEOBORs). LEOBORs definition is defined from state statutes or negotiated
jurisdictional agreements. It allows police to use certain advantages or tactics when questioning a
suspect without fear of losing their job (Levine 2016). Keep in mind that many in law
enforcement see police brutality as a few bad actors tarnishing the reputation of the entire force.
They believe officers are often in danger and must make split-second decisions under intense
pressure.
Police brutality is a complex issue that impacts various stakeholders differently. I want to
mention four: the community, elected officials, police, and educators. The community feels the
brunt of police brutality, leading to a loss of trust in law enforcement. That trust leads to fear,
trauma, and a sense of injustice among the BIPOC community. Elected officials are responsible
for overseeing law enforcement. Case after case of police brutality can lead to political pressure
to address systemic issues within these agencies and implement reforms to improve
accountability.
While cases of police brutality can tarnish the reputation of law enforcement as a whole,
many officers are also negatively affected. It can impact morale and create a challenging work
environment, especially for those who strive to uphold the law ethically. Lastly, educators may
see the effects of police brutality on students, particularly in communities where incidents occur.
It can lead to discussions about social justice, civil rights, and community-police relations in
educational settings. Each stakeholder group addresses police brutality through advocacy, policy
changes, or community engagement efforts.

17
Solution Landscape
Prior to the movement of Black Lives Matter, we must look at what had been done before
this movement. In 2014, Washington, DC., New York City, and Los Angeles were in a pilot
program where officers would wear body cameras. Based on the results in 2016, 47 % of law
enforcement agencies had invested in body-worn cameras (ballotpedia.org). Before we get ahead
of ourselves and equip officers with the tools that would aid them in doing their duties, they must
be prepared mentally to be awarded the badge of a police officer. Minnesota Community
College took a hard look at their current curricula and how they train 86% of the states' police
officers. Their new initiative called "Equity 2030" would eliminate educational equity gaps
across their four campuses by 2030 (Finkle 2021).
The creation of oversight agencies has largely occurred in response to the abysmal record
of police internal investigations. Numerous inquiries and reviews have stridently condemned
police for protecting officers and deflecting or threatening complaints (Goldsmith, 1991;
Hopkins, 2009).
A survey of “black and minority ethnic communities'' regarding the independent Office
of the Police Ombudsman of Northern Ireland, found that 76% believed the Ombudsman was
necessary and 59% believed it can help change the police (Radford, Bets, & Ostermeyer, 2006,
p.102). How does one truly understand the day-to-day thoughts of Blacks and Police? Brooks
and his colleagues looked at Is there a Problem Officer? Exploring the Lives Experience of Black
Men and Their Relationship with Law Enforcement. What better way to inquire what the
problem is than hearing from the ones that are most affected? (Brooks et al., 2017). Jones-Brown
states that in the 1970’s only one fifth of Blacks believed law enforcement applied the law

18
equally. A 1989 Gallup poll revealed 50% of Blacks believed law enforcement viewed all Blacks
as suspects and were likely to arrest the wrong person (Jones-Brown 2000).
When we try to examine more a link between police and mistreatment of blacks.
Cunningham notes that in the 1950s and 1960s there was a concern with police brutality and the
uprising or riots that erupted in the late 1960s (Cunningham et al. 2021). Sworn to protect is part
of the oath that officers recite. However, let’s get back to police and the use of force. The use of
force may be judged necessary or excessive depending on whether it was determined to be
legitimate under the circumstances to fulfill the police duty (Kania & Mackey, 1977).
Spangenberg law firm points out that the root cause of police brutality within the Black
community is due to improper training and a lack of accountability. It's necessary for law
enforcement to ensure there are constant updates to training. It's vital for police officers who are
guilty of wrongdoing to be held accountable for their actions (spanglaw.com). Black Lives
Matter and no one should lose their life before, during, or after interacting with the police. After
watching the movie Reacher, which aired in 2012, I would like to summarize that there are four
types of individuals who pursue a career in the military, which is also fitting for law
enforcement. The first are those who join as a family legacy, the second are patriots who want to
make a difference, and the third are those who need a job. The fourth person who seeks a career
with law enforcement is those who want a legal means of killing others. By now, you may be
wondering what is the problem with our current police officers or what is missing in the solution
landscape. Police are killing individuals focusing on the BIPOC community (Black, Indigenous,
People of Color) with no regard of consequences. Simply put, we are losing our humanity, and
police are seeing the BIPOC community as a threat of some sort and need to be put in their place.

19
Conceptual Framework
W.E.B. Du Bois (1903) addressed race in his early works, stating that race was a "badge"
that those who have "suffered long disasters" are forced to wear and is focused on those who
have similar and shared memories and experiences of the past. Curtis Bunn a journalist with
NBC (2022) wrote an article stating Black people are still killed by police at a higher rate than
other groups. What is the driving force that continues, allows, or fuels such behavior? I would
like to examine this behavior through the lens of a few theoretical frameworks. The first is
critical race theory, and the second is social learning theory.
Critical Race Theory
● Emerged in the 70s and 80s
● Race is conceptualized as a social construct
● Racism is embedded in every aspect of society – government, the school system, the
justice system…... – and that patterns of discrimination maintain racist power structures
● A framework for understanding structural inequity
Critical Race Theory developed in North America through the work of black scholars notably
Derrick Bell (1991, 1992) and others the origins of critical race theory foundations are found in
critical legal studies (Long, 219 pp. 17). According to Bell (1980), White people will seek racial
justice only to the extent that there is something in it for them. In other words, interest
convergence is about alignment, not altruism (Ladson-Billings, 2013 pp. 54-67). Let's look at
CRT in a different definition, according to Britannica, which states race is not a natural,
biologically grounded feature of physically distinct subgroups of human beings. Rather a socially
constructed category that is used to oppress and exploit people of color (Britannica, 2023). Thus,
CRT provides an important premise of the historical context of how racial inequality and
oppression should be analyzed. It also illustrates how killings and violence by police are a
consistent and persistent inescapable truth for Black men. Additionally, CRT captures how

20
Racism is structurally embedded within U.S. institutions such as law enforcement, increasing the
likelihood of disparate treatment of marginalized groups through the social construction of race
to keep them subjugated (Bell, 2008; Bonilla-Silva, 2015).
Social Learning Theory
● Albert Bandura
● Behavior is learned through observing and imitating the behaviors of others
● This is all about modeling what we see in the environments we operate in
Akers developed social learning theory as an extension of Sutherland's differential association
theory to explain acts that violate social norms (Akers, 1998, 2000). Akers posits that four
variables function to instigate and strengthen attitudes toward social behavior: differential
association, definitions, reinforcement, and modeling. The balance of these influences
determines whether one will be prone to engage in conforming or deviant behavior (Chappell et
al., 2004). Alternatively, as I would like to define social learning as it relates to policing, if an
officer is observing the proper way to interact with the community, the recruit will be more in
alignment with seeing others as people first as opposed to criminals or animals.
The two frameworks show why we continue to see the mistreatment of Blacks based on
fear and the modeling of negative behavior. There must be some standard in place that officers
must adhere to daily. A code of ethics among law enforcement was established in 1956 by the
Peace Officers Research Association of California, which many departments have used in their
mission statement (Law Teacher, 2023). Even with the code of ethics, that is to be the guideline
that holds officers accountable. There is also a code or rule that protects them when they are
inappropriate. In California, there is the Public Safety Officers Procedural Bill of Rights Act
(POBRA), in which officers could find various loopholes to avoid being held accountable for
their misconduct (Justice Teams Network n.d.). This seems to have been the trend for many

21
officers, which results in the continuation of violence against minorities. This immunity has been
looked at across the U.S. police departments. In 2021, California Governor Newsom signed a bill
that lifted the protection of officers having immunity (Mitchell, 2021). Even with this immunity
lifted, the damage has been done and Blacks remain silent and do not come forward when their
rights have been violated. Reports of citizen complaints of police misconduct often note that
officers are rarely disciplined for alleged misconduct (Faber & Kalbfeld, 2019 Volume 18).
Police reform became a hot topic with the murder of George Floyd. There was a buzz in
the air before about police reform, but it rang hard the day Mr. Floyd lost his life. Academy
training for recruits is traditionally regarded as irrelevant to what offices need to know to be
effective on the street and to be safe (Marenin 2004, Cordner 2016). Bayle in his article discusses
one possible solution for police reform and that is cop-lead learning. The purpose of cop-lead
learning is to involve patrol practitioners in developing and imposing operating principles based
on real-time cooperative analysis (Bayley and Bittner 1984, pp. 56-57). Toch states in his article,
that the main reason for obstacles for police reform is, the top-down reform invites resistances
from rank-and-file officers who feel that their views have been disregarded (Toch 2008).
Although there are no national level statistics on the extent of police deviance, it is likely
that virtually every police department has witnessed some type of police corruption or scandal
(Kappeler et al., 1998; McCafferty, Souryal, and McCafferty 1998).
Another important factor that gets lost when talking about police reform is mental health.
Research on police officer mental health has lagged to the detriment not only of officers but also
of the public whom they serve (Hofer et al., 2021). There is some research being done that
suggests when officers are being investigated as a whole, the arrest of blacks is decreased (Long
2019). What is being done to keep the topic of police brutality at the forefront? Members of the

22
Congressional Black Caucus honored the first documented police officer killing of an unarmed,
free Black person in the United States by donning “1870” pins during the president’s State of the
Union address (thegrio.com)
Methodology
To understand the problem of Racism as it relates to law enforcement, I had to go back and
look at how and why policing in America was established. I started my quest by looking at
journal articles, researching documentaries, analyzing my own experience with law enforcement,
and conducting personal interviews. The literature provided a history of policing and how the
London Metropolitan Police Force adopted it, yet somehow, the principles, in my opinion, were
not implemented. It is important to note that whites ran the police department, in particular Irish
cops. Let's look at the 3 core ideas of policing according to Sir Robert Peel. In 1829, Peel
established the London Metropolitan Police Force with three core ideas, and I will highlight the
beginning of all three.
● The goal is preventing crime, not catching criminals. If the police stop crime before it
happens, we do not have to punish citizens.
● Earning public support is the key to preventing crime. Every community member must
share the responsibility of preventing crime.
● The police earn public support by respecting community principles (Law Enforcement
Acton Partnership, 2017).
If we examine the three core ideas, police officers have a greater responsibility to the
community as opposed to what is currently happening in the BIPOC community.

23
The first phase in the design thinking process is empathizing with the target audience,
focusing on the BIPOC community, to understand their needs, challenges, and perspectives. I
followed this outline:
1. Stakeholder Interviews
Objective: Gather insights on the current state of education in community justice.
Method: Conducted interviews with students, educators, community leaders, and social justice
advocates.
2. Observations
Objective: Identify gaps in existing educational programs.
Method: Attended community meetings at local churches, town hall meetings, and educational
workshops to observe interactions.
I synthesized the information gathered to define the core problem: a lack of
comprehensive, interdisciplinary education that prepares students to address community justice
issues effectively. I created personas representing different student archetypes, including their
goals and challenges, and conducted a SWOT analysis (Strengths, Weaknesses, Opportunities,
Threats) to evaluate the feasibility and Impact of various ideas.
By applying the principles and tools of design thinking, I developed a comprehensive,
interdisciplinary curriculum for community-empowered justice that is responsive to the needs of
students and communities. This approach ensured that the solution was human-centered,
innovative, and capable of impacting education and social justice.
Applying the Design Justice Principle
The application of the Design Justice Principle is the cornerstone in the development and
execution of my Capstone Project, which explored the relationship between police brutality and

24
the 13th Grand Challenge of Eliminating Racism. Design Justice, rooted in equitable,
community-driven design practices, provided a framework to ensure that the project was
inclusive, participatory, and focused on addressing the needs and voices of marginalized
communities. Here is how the principles were integrated into my Capstone Project:
● Centering the Voices of Those Directly Impacted
The first principle of Design Justice emphasizes prioritizing the voices of those who are directly
impacted by the design process.
● Implementation
I conducted personal interviews with BIPOC community members and police officers.
● Building and Sharing Power
This principle involves redistributing power and resources to ensure that the community controls
the design process and outcomes.
● Implementation
It was forming a diverse design team that included retired police officers, community members,
students, and academics.
I was focused on creating solutions that fostered mutual respect and understanding between the
police and BIPOC communities.
Applying the Design Justice Principles to my Capstone Project ensured that it was not
only inclusive and equitable but also deeply rooted in the needs and experiences of those most
affected by police brutality and systemic Racism. By centering marginalized voices, sharing
power, and fostering collective liberation, the project aimed to create lasting, positive change
within the community. The principles guided every step, from initial empathy and understanding
to implementing and testing solutions, ensuring that the project was both impactful and just.

25
Market Analysis
When researching the need for addressing police brutality and its relationship with
systemic Racism is significant and growing. As societal awareness and activism around issues of
racial justice and police reform continue to rise, there is a substantial demand for effective,
community-driven solutions. Various stakeholders, including law enforcement agencies,
community organizations, educational institutions, and policymakers, seek innovative
approaches to mitigate these issues and foster better community-police relations.
Likelihood of Market Adoption
The likelihood of market adoption for this project is high due to several key factors:
1. Growing Public Awareness and Demand:
There is increasing public awareness and demand for solutions to address police brutality and
systemic Racism. Movements like Black Lives Matter have brought these issues to the forefront,
creating a supportive environment for initiatives to eliminate Racism.
2. Support from Stakeholders:
Law enforcement agencies are increasingly open to reform and community engagement efforts.
Many police departments seek ways to improve their relationship with their communities.
3. Policy and Legislative Support:
Governments at various levels are implementing policies and legislation for police reform and
racial justice. This creates an enabling environment for the adoption of new approaches and
solutions.

26
4. Educational Institutions:
Colleges and universities are integrating social justice and anti-racism into their curricula and
research agendas. This project aligns with their goals and can be adopted as part of academic and
community outreach programs.
Methods Used for Market Analysis
Several methods were employed to conduct this market analysis:
1. Stakeholder Interviews:
I conducted interviews with law enforcement officers, community members, policymakers, and
academics to understand their perspectives and needs.
2. Surveys and Focus Groups:
I utilized surveys and focus groups to gather data on public perception and demand for solutions
addressing police brutality and systemic Racism.
3. Literature Review:
I reviewed existing research and reports on police reform, community-police relations, and
racial justice to identify gaps and opportunities.
The market for our proposed solution is robust and growing, with high demand from
various stakeholders. By addressing the limitations of alternative options and leveraging the
increasing public and policy support, our project has a strong potential for adoption and impact.
The comprehensive market analysis provides a solid foundation for the project's implementation
and success.

27
Project Description
What is a project description? Kate Eby defines a project description in a smart sheet, a
high-level overview of why you're doing a project. The document explains a project's objectives
and its essential qualities (Eby, n.d.). This brings me to the Interdisciplinary Studies in
Community Empowered Justice, which refers to a method comprised of three elements. The first
is collaboration on educating police at the academy and students at the college level. Interested
parties will enroll in higher education classes focusing on psychology, social work, ethics
studies, and criminal justice. The second element is creating an oversight committee that reviews
police departments' policies and procedures to determine if officers are adhering to them. In
addition, the oversight reviews complaints and how many were actual complaints along with
those that were addressed. The last element is revamping the background application and
diversifying the hiring committee.
The Interdisciplinary Studies in Community Empowered Justice focuses on rebranding
the buy-in within policing at the BIPOC community. The trust that is broken is essential to the
BIPOC community and will decrease the us vs. them method, producing mutual respect between
the police and the community. Police officers will be able to be respected based on their roles as
peace officers, as opposed to being respected by fear and intimidation. The new training and
hiring committee will focus on decreasing the use of deadly force, understanding the history of
policing, as well as decreasing the number of Blacks losing their lives due to police brutality.
The increased number of deaths among Blacks and other people of color has resulted in
elected officials and the community seeking ways to address the problem from police reform and
reeducating officers on cultural sensitivity. While this approach may appear beneficial in some
discussions, the Interdisciplinary Studies in Community Empowered Justice involves all

28
stakeholders to be part of the change. The stakeholders included the community, elected
officials, police officers, and educators. When all come together to address police brutality, it
becomes a societal problem and not a blaming problem. The goal is to have the community feel
confident that when they contact their local police department, regardless of the type of call, the
responding officer will treat that person with dignity and respect, in return the community will
start treating officers with the same respect. Moving forward, officers will take pride in the work
that they are assigned to do daily while holding themselves accountable for their own actions.
This will lead to a decreasing number of community complaints and arrests and increase the
number of new officers wanting to make a difference in their community. This is how we
address the 13th Grand Challenge in Social Work of eliminating Racism at its core.
How would one get such a project started as it relates to changing the attitudes of police
and the community? My approach would be to look at what is already in place of education and
training and modify both to meet the current and future standards of what it means to be in law
enforcement. We have heard the old cliché that once a person has gained knowledge, that
person's perspective on the world has changed. This knowledge or education must be provided in
post-secondary education, where classes are designed for students interested in law enforcement.
This allows each student to be challenged on their own implicit bias, work in diverse teams, and
look at cases and videos to develop alternative solutions.
A key point to note is that law enforcement is just more than officers out in the streets.
Per my interview with Chief Jonni Redick (retired), there is no standardized education for
officers in the academy that is compilatory to educational classes at the college level. There must
be a collaboration of what is being taught at the college level that would be a continuation at the
academy. Thus, graduating officers will be exposed to different cultures prior to being on their

29
own. We need to implement a mentor program where officers can continue to ask questions, and
feel comfortable making mistakes, and learn from those mistakes. This is not just the
responsibility of elected officers, police chiefs, and the community. We must continue to ask
who's voice is not being heard? The community's rights were violated, and the officers who are
doing the work daily and wearing blinders are not aware of how they can be part of the solution
or continue to be part of the problem.
Design Criteria
My design criteria were instrumental in developing the attributes of my proposed
solution. A design criterion is a set of agreed-upon attributes and outputs that kept my team on
the path of moving through the design process. It started at the beginning of the design and
adhered to a strict regimen that included the following:
1. Brainstorm Criteria:
2. Discussion as a Group:
3. Checking the Criteria:
4. Reviewing Each Category:
5. Determine Which Criteria to Move Forward With:
By adhering to a structured design process, the team ensured that the proposed
design was comprehensive, practical, and responsive to the needs of both police officers and the
communities.
I began by defining the wicked problem of police brutality as “racism is violence.” The
World Health Organization defines violence as “the intentional use of physical force or power,
threatened or actual, against oneself, another person, or against a group or community, that either
results in or has a high likelihood of resulting in injury, death, psychological harm,

30
maldevelopment, or deprivation” (Krug et al., 2002). Around this centering theme, I conducted
interviews and one of the attributes that emerge from my analysis.
The continuing politicization of white supremacy, as well as white fragility and
subsequent silencing of BIPOC voices as its codependent corollary, results in an environment
where no one can truly thrive (Rubin, 2022). Interpersonal interactions between BIPOC and the
educational, healthcare, and judicial system is rife with discrimination, microaggressions,
physical and sometimes lethal violence (Hudson, 2021; Kaltiso et al., 2021; Campbell, 2021). A
national survey of emergency department physicians revealed that 97% of emergency physicians
report treating a patient for injuries as a result of excessive police force, and that black
Americans are far more likely to be killed by police than whites, by a ratio of 100 to 39, despite
remaining a racial minority (Kaltiso et al., 2021). Per the Statistica Research Department (2022),
the most common place for racially and ethnically fueled hate crime to occur is in someone's
home. There is an urgent need to address the generational trauma that the BIPOC community
experiences on a daily basis (Bryant-Davis & Ocampo, 2005; Kirkinis et al., 2021). The bodies
of BIPOC individuals throughout American history have been used as tools of experimentation,
education, and resource production by a medical system, which justified such practices with
errant beliefs including the conclusion that black women could not feel physical pain (Campbell,
2021; Hudson, 2021). Additionally, the physiological effects, as measured by clinical research
measures, of overt and covert Racism are indistinguishable (Bryant-Davis and Ocampo, 2005).
Coates (2015) states that "racism is a visceral experience, that it dislodges the brains, blocks
airways, rips muscles, extracts organs, cracks bones, breaks teeth."
As social workers who are called to improve our practices on the micro-, mezzo-,
and macro-level, we observe both the individual traumas and the greater social harm

31
caused by Racism with both sorrow and hope. Although we grieve deeply over what
we have personally and professionally seen and experienced, we also hold space for
hope that we can design initiatives that eradicate this wicked problem. (Appendix A.)
Prototype Description
The Certificate of Achievement-Advanced for Interdisciplinary Studies in Community
Empowered Justice provides students with a comprehensive understanding of the
multifaceted nature of social justice and community empowerment. This program emphasizes
an interdisciplinary approach, integrating sociology, psychology, law, and public policy
perspectives to equip students with the tools necessary to address complex community issues.
Through theoretical knowledge and practical skills, graduates are prepared to engage in
effective advocacy, policy development, and community organizing, fostering positive social
change and justice within diverse communities (Appendix C).
https://www.deanza.edu/admin-justice/degrees.html
Theory of Change
A theory of change is project-specific and related to evaluation. It makes the underlying
rationale of a project explicit, which supports planning, implementation, and assessment of the
project (Reinholz & Andrews, 2020). What theory of change would be applicable to police
brutality? We begin by looking at Critical Race Theory (CRT). CRT is a fundamental framework
used in the social sciences and the legal field to examine and analyze the reasons for such racial
injustices in today's society (Angus & Crichlow, 2018). By using CRT, one can develop a better
understanding of Racism and discrimination policing and how they both have placed a negative
impact on society. The American society has become addicted to violence. The relationship
between African American and law enforcement has become not only increasingly brutal, but

32
back-breaking (NORC at the University of Chicago, 2015). This culture has and continues to
benefit white people, while minorities continue to fail due to systematic oppression. By resolving
these issues, one must do so by promoting activism and challenging the norm (Delgado &
Stefancic, 1995). Only in our own understanding how the current systems came to be and
continue to exist, will we be able to reshape them and rebuild to serve society. CRT does not aim
to indict or chastise individuals who live within these systems and who benefit from them. But
rather seeks to criticize and contextualize the systems themselves (Smith, 2021). This brings us
to a topic of the importance of our education system discussing critical race theory. One cannot
advance without looking at the past of how we got here.
In the context of the proposed solution, the Interdisciplinary Studies in Community
Empowered Justice at De Anza College, CRT could be used to analyze the historical and
contemporary racial dynamics within the criminal justice system. The proposed solution would
be offering specialized classes in psychology, sociology, ethnic studies, and other disciplines
alongside criminal justice courses, which aims to achieve several goals:
● Understanding Racial Injustice: The program seeks to educate students about the
historical and systemic roots of racial injustice within the criminal justice system,
as well as current issues related to race and policing.
● Promoting Diversity and Inclusion: By incorporating diverse perspectives and
voices into the curriculum, the program aims to create a more inclusive learning
environment and prepare students to work effectively with diverse communities.
● Equipping Students with Critical Thinking Skills: CRT encourages critical
thinking about race and power dynamics. The program aims to equip students

33
with the analytical tools to critically evaluate the criminal justice system and
propose solutions for reform.
Empowering future law enforcement officers, the program seeks to empower students to become
advocates for social justice and change within the criminal justice system, using their knowledge
and skills to address racial disparities and promote equity. The proposed solution aims to provide
students with a comprehensive understanding of the intersection of race, law, and power within
the criminal justice system, preparing them to be informed and engaged citizens in a diverse and
complex society.
The realism of the Interdisciplinary Studies in Community Empowered Justice goals
depends on various factors, including the resources available, the level of collaboration among
stakeholders, and the willingness of the community to embrace change. We begin by examining
resources, asking if there are enough resources, such as funding and personnel, to support the
program. With consideration of adequate resources, the pilot program's goals may be easier to
achieve and will succeed before it is even launched. There must be a collaboration, and that
collaboration begins with the stakeholders, including law enforcement agencies, educational
institutions, and the community. Collaboration is crucial for the program's success, as it requires
constant communication with all stakeholders. How is the community involved in this process?
Community support is essential for the program's success, as it can help drive positive change
and acceptance of the program.
Students enrolled in a cohort pilot program will be exposed to a curriculum designed to
challenge their implicit biases and expand their understanding of different cultures and
communities. This exposure is intended to provide students with the necessary background in
cultural sensitivity, a crucial aspect of effective law enforcement that may not be adequately

34
covered in traditional police academies or on-the-job training programs. By offering this
specialized cohort curriculum, Interdisciplinary Studies in Community Empowered Justice seeks
to better equip students who are interested in law enforcement with the knowledge and skills
needed to interact effectively with diverse communities. This approach aims to improve
community-police relations, reduce incidents of bias and discrimination, and ultimately create a
more inclusive and equitable law enforcement system.
The Interdisciplinary Studies in Community Empowered Justice aligns with several best
practices in law enforcement education and community relations:
● Interdisciplinary Education
Offering specialized classes in psychology, sociology, ethnic studies, and English alongside
traditional criminal justice courses, the program provides a holistic understanding of the factors
influencing crime and justice. This interdisciplinary approach is considered a best practice in law
enforcement education as it prepares officers to address complex social issues.
● Cultural Sensitivity Training
The program's focus on exposing students to different cultures and communities aligns with best
practices in cultural sensitivity training for law enforcement. Understanding diverse perspectives
is crucial for effective community engagement and can help reduce incidents of bias and
discrimination.
● Community Policing Principles:
By equipping students with the skills needed to engage with different communities, the program
supports the principles of community policing. Building trust and collaboration between law
enforcement and the community is a best practice for improving public safety and reducing
crime.

35
● Focus on Accountability:
The program's emphasis on addressing bias and discrimination within law enforcement reflects a
commitment to accountability, another key best practice. Holding officers accountable for their
actions and promoting transparency can help improve police-community relations and reduce
incidents of violence.
The Interdisciplinary Studies in Community Empowered Justice pilot program (ISCEJ) is
designed with a robust ethical framework to ensure that the program not only empowers students
but also respects and uplifts the communities they serve. By embedding ethical considerations
into the structure of the pilot program, the Certificate of Achievement-Advanced for
Interdisciplinary Studies in Community Empowered Justice aims to produce graduates who are
not only skilled advocates for justice but also ethical and responsible community leaders. This
approach ensures that the program's Impact is positive, sustainable, and aligned with the highest
standards of ethical practice.
The Certificate of Achievement-Advanced ISCEJ at De Anza College is focused on both
success and sustainability. The key elements ensure that the program not only achieves its
immediate goals but also has a lasting impact on students and the communities they serve.
The program's comprehensive approach ensures that graduates are well-equipped to become
leaders and advocates for justice, making a positive difference in their communities.
Implementation Plan
The Interdisciplinary Studies in Community Empowered Justice Program at De Anza
College is set to launch in Fall 2025. This innovative pilot program has garnered robust support
from diverse stakeholders, including the BIPOC community, law enforcement agencies, current

36
students, and educators. Below is a comprehensive implementation plan outlining the critical
steps and strategies for a successful launch and sustained Impact.
Approval Process:
1. Dean and Chair Approval: The program requirements will be reviewed and approved by the
Dean and the Chair of the Administrative Justice department.
2. Board Approval: Following departmental approval, the program will be presented to the
college board for final approval. The program will be greenlighted for marketing and recruitment
upon receiving the board's endorsement.
Target Enrollment:
The initial goal is to enroll at least 16 students for the pilot cohort. This target is based on
ensuring a manageable and impactful cohort size that allows for personalized instruction and
community building.
Potential/Existing Partners and Collaborators
1. Community Organizations: Partnerships with local nonprofits and advocacy groups focusing
on social justice and community empowerment.
2. Law Enforcement Agencies: Collaboration with local police departments to facilitate dialogue
and cooperation in promoting community justice.
3. Educational Institutions: Engagement with other colleges and universities to share resources,
research, and best practices.
4. BIPOC Community Leaders: Active involvement of BIPOC leaders to ensure the program
addresses relevant community needs and incorporates diverse perspectives.
5. Current Students and Alumni: Leveraging current students' and alumni's experiences and
networks to support recruitment and mentorship efforts.

37
Fund Development Plan
Although many of the instructors will already be teaching their own required courses, being part
of the pilot program ensures that their classes will always meet the minimum required for
teaching. In addition, I will be seeking funding from the following:
1. Grant Applications: Seek funding from educational foundations, government grants, and social
justice organizations.
2. Community Fundraising: Organize fundraising events and campaigns within the community,
including online crowdfunding and local events.
3. Corporate Sponsorships Approach businesses and corporations interested in community
empowerment and social justice for sponsorship opportunities.
4. Alumni Donations: Encourage donations from program alumni and other successful De Anza
College graduates passionate about social justice initiatives.
5. Partnership Contributions: Secure financial and in-kind contributions from partner
organizations, such as local nonprofits and law enforcement agencies.
Marketing
1. Digital Marketing: Utilize social media platforms, email campaigns, and the college’s website
to reach potential students and community partners.
2. Print Media: Distribute brochures, flyers, and posters in strategic locations such as community
centers, libraries, and partner organizations.
Brand Examples and Messaging:
1. Program Logo: Develop a distinctive logo representing the core values of justice, community,
and empowerment.

38
2. Success Stories: Share testimonials and success stories from pilot program participants and
partners to illustrate the program's Impact and attract interest.
The Interdisciplinary Studies in Community Empowered Justice Program is poised to
significantly impact both the students and the broader community. By carefully planning the
implementation, securing necessary approvals, and leveraging strong partnerships, this program
aims to set a new standard in community-focused education and justice. The outlined budget,
fund development plan, and marketing strategies provide a solid foundation for launching and
sustaining this innovative initiative.
Evaluation Plan
The success and Impact of the Interdisciplinary Studies in Community Empowered
Justice Program will be measured through quantitative and qualitative methods. The primary
focus will be on evaluating the program's influence on students, the community, and
participating stakeholders.
1. Student Outcomes:
Academic Performance: Track students' grades, completion rates, and overall academic
performance.
Career Progression: Monitor students' career paths and employment rates in fields related to
community justice post-graduation.
2. Community Impact:
Community Engagement: Measure the level of student and community involvement in local
social justice initiatives and projects.
Stakeholder Feedback: Collect feedback from community partners, law enforcement, and
BIPOC leaders on the program's Impact on local social justice issues.

39
3. Program Reach and Visibility:
Enrollment Numbers: Track the number of students enrolling in and completing the program.
Focus Groups: Regular focus groups with students, faculty, and community partners to gather indepth qualitative data.
Academic Records: Analysis of students' academic records and career outcomes.
Pre- and Post-Program Evaluations: Administer evaluations at the beginning and end of the
program to measure changes in knowledge, skills, and attitudes.
Social Media and Website: Use the college's website and social media platforms to share success
stories, program updates, and impact data with a wider audience.
By implementing a robust evaluation plan, the Interdisciplinary Studies in Community
Empowered Justice Program will ensure continuous improvement and demonstrate its value and
Impact on students and the community.
Challenges/Limitations
There are several challenges/limitations for the pilot program. They range from the
following:
1. Enrollment and Retention
Low Initial Enrollment: As a new and specialized program, there may be challenges in attracting
the initial cohort of students.
Retention Issues: Students may face academic or personal challenges that affect their ability to
stay in the program.
2. Approval and Bureaucratic Delays
Approval Processes: The program requires approval from the dean, chair of administrative
justice, and the board, which can be time-consuming and may face bureaucratic delays.

40
Policy Changes: Unexpected changes in college policies or state educational regulations can
impact the program's approval and implementation timeline.
3. Funding and Resources
Securing Funding: Obtaining sufficient funding to support the program's development,
marketing, and student scholarships may take time and effort.
Resource Allocation: Ensuring adequate resources, such as faculty, classroom space, and
Apply for grants from educational foundations and social justice
4. Community and Stakeholder Buy-In
Community Resistance: There may be resistance or lack of enthusiasm from some community
members or stakeholders who are skeptical of the program’s goals or effectiveness.
5. Measuring and Demonstrating Impact
Impact Measurement: Developing effective methods to measure and demonstrate the program's
social Impact can be complex and resource-intensive.
By anticipating these challenges and preparing proactive solutions, the Interdisciplinary Studies
in Community Empowered Justice Program can navigate potential obstacles effectively, ensuring
successful implementation and sustainable Impact.
Conclusion and Implications
The Interdisciplinary Studies in Community Empowered Justice Program represents a
groundbreaking approach to education and community engagement. Its innovative nature stems
from its foundational focus on community partnerships and addressing personal biases—areas
that are currently underrepresented at the community, state, and university levels. This program
is poised to create a significant positive social impact by integrating academic learning with realworld applications.

41
Innovation and Positive Social Impact
The program's innovation lies in its holistic approach to justice education. Traditional
justice programs often focus on legal frameworks and law enforcement practices but seldom
address personal biases and community relationships that play crucial roles in achieving justice.
By incorporating elements such as community engagement, personal bias awareness, and
interdisciplinary collaboration, this program educates and empowers students to become
proactive agents of change in their communities.
Key Innovative Features:
1. Community Partnership: The program actively involves local communities in its design and
implementation, ensuring the curriculum is relevant and responsive to real-world issues.
2. Focus on Personal Bias: By addressing personal biases, the program helps students develop
critical self-awareness and empathy, essential traits for anyone involved in justice-related fields.
3. Interdisciplinary Approach: Combining insights from sociology, psychology, law, and
community studies, the program offers a comprehensive education that prepares students for
multifaceted roles in justice and community empowerment.
Lessons Learned
Throughout the collaborative problem-solving and design-thinking process, several key lessons
emerged:
1. The Importance of Diverse Perspectives: Engaging with various stakeholders, including
students, educators, law enforcement, and community members, enriched the program’s
development. Each group brought unique insights that helped shape a more robust and inclusive
curriculum.

42
2. Flexibility and Adaptability: The iterative nature of the design thinking process highlighted the
need for flexibility. Being open to feedback and willing to make changes based on new
information was crucial in developing a program that meets the needs of all stakeholders.
3. Sustainable Collaboration: Building sustainable relationships with community partners
requires ongoing communication and mutual respect. These partnerships are vital for the
program's long-term success and Impact.
Implications for Practice and Future Use
Interdisciplinary Studies in Community Empowered Justice Program has significant implications
for both educational practice and the broader justice ecosystem:
1. Educational Practice: The program is a model for integrating community engagement and
personal development into academic curricula. Other educational institutions can adopt similar
approaches, thereby broadening the Impact of justice education.
2. Justice Ecosystem: By producing graduates who are knowledgeable, empathetic, and
community-oriented, the program contributes to a more holistic and effective justice system.
These graduates are equipped to tackle complex social issues, promote equity, and foster
stronger community relations.
Action Plan
To advance the implementation of the Interdisciplinary Studies in Community
Empowered Justice Program, the following steps will be taken:
1. Finalizing Approvals:
Obtain final approval from the dean and chair of administrative justice.
Secure endorsement from the board of directors to move forward with the program.
2. Resource Allocation:

43
Secure funding through grants, partnerships, and institutional support.
Allocate necessary resources, including faculty, classroom space, and materials.
3. Marketing and Outreach:
Launch a comprehensive marketing campaign to attract prospective students, focusing on high
schools, community organizations, and social media platforms.
Highlight the unique aspects of the program and its potential for social Impact.
4. Community Engagement:
Establish formal partnerships with local community organizations, law enforcement agencies,
and social justice groups.
Organize informational sessions and community forums to raise awareness and gather feedback.
5. Program Implementation:
Begin the pilot program in Fall 2025 with an initial cohort of at least 16 students.
Assign mentors to students and provide ongoing support throughout the program.
6. Evaluation and Adjustment:
Implement the evaluation plan to monitor progress and measure impact.
Collect and analyze data to identify areas for improvement and make necessary adjustments.
By following this action plan, the Interdisciplinary Studies in Community Empowered
Justice Program will launch successfully and create a lasting positive impact on students and the
communities they serve. This innovative approach can potentially transform justice education
and contribute to a more equitable and just society.

44
Appendix A: Design Criteria
Design
Goal
What have you learned about the target population’s needs?
The BIPOC community needs better access to resources across society, equal
advantages in hiring, education, healthcare, criminal justice system, and housing,
and reparations to address historical violence and chattel slavery. The BIPOC
community is resilient and has overcome a tremendous amount of sociopolitical
strife.
What needs (functional, emotional, psychological, social) does the design have
to fulfill for the target population?
Aside from eliminating the actual physical, emotional, and psychological violence
that is inflicted on the BIPOC community, there is a need to provide solutions to
the current and historic trauma of inadequate housing, subpar educational
resources, lack of professional opportunity, no access to wealth development
opportunities, and mediocre healthcare. As depicted in the presentation, the BIPOC
community needs an opportunity to heal and receive support that is rooted in
equity and inclusion (Kirkinis et al., 2021). We need to demonstrate compassion,
empathy, and cultural humility and weave it into the fabric of every sector. The
power and healing aspects of mutual aid is critical.

45
What is strategically important to address those needs?
Strategically, we must mobilize the will of stakeholders in order to access the
political and financial resources needed to address the problem. To initiate
meaningful change, the innovation must include a comprehensive analysis of
how we can disentangle white supremacy from all sectors. Part of this process
is engaging in conversations about the truth of our shared history, the impacts
of racism and white supremacy, and the path to forge forward in a different
way. Systemic racism cannot be dismantled without the support of all
stakeholders.

46
User
Perceptions
How important is your proposed offering (e.g., service, program) to
the target population’s well-being?
Given the impact of racism on the BIPOC population, interventions which can
reduce or eliminate the effects of racism are crucial to the population’s global
well-being. It is also important to note that racism has an impact on all of us,
both financially and in terms of access (McGhee, 2021). McGhee (2021) has
focused much of her career on the economic impact of racism on every
American and strives to create new ways for us to combat the insidiousness of
systemic racism.
What does ease of use mean for the targeted population?
Because BIPOC communities have historically taken the lead in education
and self-advocacy regarding the effects of racism, true ease of use in this case
would mean that white allies took the lead in self-education and understanding
the historic and
ongoing trauma, while holding space for BIPOC voices to take the lead in
solution development. It is critical to elevate and amplify the voices and
experiences of the BIPOC community.

47
Physical
Attributes
Does the solution (e.g., service, product) capture, store, and/or
transmit information about usage?
After the comprehensive analysis of the interviews conducted, it is very clear
that there is a need for truth, reconciliation, and healing. An example of
something that can be initiated is healing circles that are specifically focused
on creating spaces for heartfelt conversations to take place to process the
extensive traumatic impact racism has on our physical bodies and psyche
(Bryant-Davis & Ocampo, 2005). It is important for us, in this effort, to
quantify how many people are engaging in these healing circles, the efficacy
of the approach, and how we will learn from the data collected to scale it up
to an intervention that can be replicated in other spaces. Should social media
be used as a vehicle to create moments to pause and reflect, it would be
helpful to obtain analytics to determine the scope and involvement of the
audience.

48
Does the solution need to be designed for use in a specific
environment or situation?
Since I have focused on healing from the intergenerational trauma of
racism, it is important to think about using spaces that are accessible and
inclusive. It is also important for those spaces to be rooted in cultural
humility. The way in which I communicate, and process may be different
and may include different mediums of expression. For example, the
power of dance, spoken, work, music, and sound are important elements
to integrate into these spaces.
Are there bandwidth and connectivity issues you have to account
for? It is important to note that the introduction of advanced technology
and social media has helped shed light on the experience of race in
America, which many would otherwise ignore. However, it is important
to acknowledge the significant digital divide that exists in BIPOC
communities (Sanders, C. K., & Scanlon, E., 2021). Something to
further consider is creating hybrid spaces that allow for a wider audience
to participate.

49
Functional
Attributes
What do your interviews and research tell you are absolutely
necessary attributes for the project?
The necessary attributes include better resource allocation, education,
health care, legislation, and systems that are rooted in racial equity, social
justice, and inclusion. For the BIPOC community to thrive, there needs to
be an opportunity to be truly free of any constraints from accessing
everything the world has to offer.
Does the solution need to accommodate specific user-case scenarios?
Yes. Every individual person is in a different place in their own journey
towards self-actualization and healing. There needs to be an established
mechanism by which each individual person can engage in introspective
practices to determine ways in which they can address how racism is
internalized, how it influences interpersonal interactions, shows up in our
institutions, and permeates our systems.
Does the design need to address compatibility or standard issues?
Some of the important attributes are excellent communication skills in regard
to persuading stakeholders to come on board, access to monetary resources,
and personnel for implementation.

50
Constraints What constraints does the sector and/or environment impose?
Part of this process requires an assessment of readiness to engage in this
rigorous process of working towards becoming anti-racist. Since we live in
a world where racism exists at every level, the constellation of strategies
used to eradicate racism has to be multi-dimensional and responsive to the
changing landscape of our communities. One of the biggest constraints is
the political will and/or awareness of non-BIPOC communities to the
destructive effects of racism as violence. Active white supremacy is a
deleterious factor in this grand challenge which must be directly
addressed to make any progress. Many other constraints arise directly or as a
subset of this.
Are there ecosystem and regulatory concerns?
Since our federal, state and local government governs so much of how we
operate, there is a need to really examine how legislation is developed,
deliberated, and introduced. Many existing laws have a disparate impact on the
BIPOC community and are not based on equity and social justice principles. In
addition, the provision of supportive resources and healing spaces need to be
reimagined to integrate principles of inclusion, equity, compassion, and
empathy. There is a need to create spaces that align with social work principles,
including respecting the dignity and honoring the intrinsic worth of each
person.

51
Outcomes What changes should your design/project produce? After someone engages
with the design/project, what should be different?
The design would reduce the experience of racially motivated violence in
BIPOC communities. I am defining violence as not only physical violence, but
the emotional and psychological violence of experiencing micro and macro
aggressions on a daily basis. Ideally, as a society, we would move closer to true
resource equity.
What do your interviews and research tell you about the desired outcomes
that a good solution would produce?
Although there are great researchers and community organizers working hard
on this issue, there is some paucity of hope amidst those we interviewed, as
well as undeniable fatigue. The first desirable outcome would be the return of
at least the possibility of belief that meaningful change is possible. The second
would be the opportunity for those working with and experiencing this violence
to see demonstrable and measurable change.

52

53
Appendix C
The Certificate of Achievement-Advanced for Interdisciplinary Studies in Community
Empowered Justice represents a significant advancement in the field of Administrative Justice at
De Anza College, offering students a unique and impactful educational experience.

54

55
Role of Interdisciplinary Studies
in Community Empowered Justice
Interdisciplinary Approach
Research and Analysis

56
01 02 03
Advantages of Community Empowered Justice
Empowerment and
Agency
Social Cohesion Long-Term Impact
Community empowered
justice empowers
individuals and
communities to actively
participate in decisionmaking processes.
By promoting
collaboration and
inclusivity, this approach
strengthens social
bonds, fosters empathy,
and builds resilient
communities capable of
addressing challenges
collectively.
Discuss the long-term
benefits of community
empowered justice,
including sustainable
solutions, reduced
recidivism, and the
promotion of a more
equitable and just
society.

57
Professional Development and
Training
Skill Diversification
Ethical Considerations

58
01 02 03
Transformative Potential of Interdisciplinary Studies
Innovative
Solutions
Global
Perspectives
Empowering
Future
Generations Interdisciplinary studies
foster creativity and
innovation, leading to
the development of
transformative solutions
that address systemic
injustices and promote
community.
Highlight the value of
incorporating global
perspectives in
interdisciplinary studies
to address social justice
issues within a broader
context, fostering crosscultural understanding.
Emphasize the role of
interdisciplinary studies
in equipping future
generations with the
knowledge and skills to
become catalysts for
positive social change
and community.

59

60
Works Cited
Amanda Athuraliya (2023, September 6). What is an Action Plan? Learn with Templates and Examples.
Creately.
Angus, J., & Crichlow, V. (2018). A race and power perspective on police brutality in America. FAU
Undergraduate Research Journal, 7, 8-8.
Bridges, J. (2023, March 15). How to Write Effective Project Objectives Every Time. Project Manager.
https://www.projectmanager.com/training/how-to-write-effective-project-objectives-every-time
https://ballotpedia.org/Police_body_camera_use_in_the_United_States
https://www.britannica.com/topic/police/Early-police-in-the-United-States
Bayley, D.H. and Bittner, E., 1984. Learning the skills of policing. Law and contemporary problems fall,
47, 35–59.
Bell, D. A. (2008). Race, racism, and American law (6th ed.). New York, NY: Aspen Publishers.
Bonilla-Silva, E. (2015). More than prejudice: Restatement, reflections, and new directions in critical race
theory. Sociology of Race and Ethnicity, 1(1), 73–87.
Bonner, M. D. (2021). Reclaiming citizenship from police violence. Citizenship Studies, 25(3), 317–332.
https://doi.org/10.1080/13621025.2021.1903396
Bryant-Davis, T., & Ocampo, C. (2005). The trauma of racism: Implications for counseling, research,
and education. The Counseling Psychologist, 33(4), 574-578.
Campbell, C. (2021) Medical violence, obstetric racism, and the limits of informed consent for black
women. Michigan Journal of Race & Law. 26:47-75.

61
Chaney, C., & Robertson, R.V. (2013, January 12). Racism and police brutality in America-Journal of
African American Studies. SpringerLink.
Chappell, A. T., & Piquero, A. R. (2004). applying social learning theory to police misconduct. Deviant
Behavior, 25(2), 89–108. https://doi.org/10.1080/01639620490251642
Coates, T. (2015). Between the world and me. Spiegel & Grau.
Cochrane RE, Tett RP, Vandecreek L. Psychological Testing and the Selection of Police Officers: A
National Survey. Criminal justice and behavior. 2003;30(5):511-537.
doi:10.1177/0093854803257241
Courier (July 2020). America's police have ugly history: They threaten, from slave patrols to storm
troopers.
Cunningham, Michael Police, Violence, and Data: The Black Lives Matter Movement
https://www.heinz.cmu.edu/media/2017/january/police-violence-data
David H. Bayley (2018) The forgotten path to police reform in the United States: an essay, Policing and
Society, 28:2, 125-136, DOI: 10.1080/10439463.2018.1435982
Delgado, Richard, and Jean Stefancic. 1995. criti-cal race theory: the cutting edge. Philadelphia: Temple
University Press.
Eby, K. (n.d.). Write a project description with examples. Smartsheet. Encyclopedia Britannica, inc.
(2023b, August 30). Critical race theory.
Eliminate racism. (n.d.). https://grandchallengesforsocialwork.org/wpcontent/uploads/2021/05/Eliminate-Racism-Concept-Paper.pdf
Finkel, E. (2021). Police reforms begin with training. Community College Journal, 91(3),16-23.

62
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/police-reformsbegin-with-training/docview/2526835654/se-2?accountid=14749
Goldsmith, A. (1991). Complaints against police: The Trend to external review. Oxford: Clarendon.
Grand Challenges for Social Work. (2024, February 2). https://grandchallengesforsocialwork.org/
Hancock, B. W., & McClung, C. (1984). Abstract-cognitive abilities in police selection and organization.
Journal of Police Science and Administration,12, 99-104.
Hans Toch (2008) Police officers as change agents in police reform, Policing & Society, 18:1, 60-71, DOI:
10.1080/10439460701718575
Hall, A. V., Hall, E. V., & Perry, J. L. (2016). Black and blue: Exploring racial bias and law
enforcement in the killings of unarmed black male civilians. American Psychologist, 71(3), 175-
186. doi: http://dx.doi.org/10.1037/a0040109
Health Practice. The Annals of the American Academy of Political and Social Science.
Hofer, M. S., Gilbert, A. R., & Swartz, M. S. (2021). Police mental health: A neglected element of police
reform. Psychiatric Services, 72(9), 985. https://doi.org/10.1176/appi.ps.72902
Hudson D. Achieving Health Equity by Addressing Legacies of Racial Violence in Public
Jones-Brown, D. A. (2000). Debunking the myth of officer friendly. How African American males
experience community policing. Journal of Contemporary Criminal Justice, 16(2), 209–229.
Kaltiso SO, Seitz RM, Zdradzinski MJ, et al. (2021) The impact of racism on emergency health care
workers. Academic Emergency Medicine. 28(9):974-981. doi:10.1111/acem.14347
Kania, R. & Mackey, W. (1977). Police violence as a function of community characteristics.
Criminology. 15:27-48.

63
Kappeler, Victor E., Richard D. Sluder, and Geoffrey Alpert. 1998. Forces of Deviance:
Understanding the Dark Side of Policing, 2nd ed. Prospect Heights, IL: Waveland Press.
Kirkinis, K., Pieterse, A. L., Martin, C., Agiliga, A., & Brownell, A. (2021). Racism, racial
discrimination, and trauma: A systematic review of the social science literature. Ethnicity & Health,
26(3), 392-412.
Krug, E; Dahlberg, L; and Mercy, J. (2002) World report on violence and health. Geneva:
World Health Organization.
Ladson-Billings, G. (2013). Critical race theory—What it is not!. In Handbook of critical race theory in
education (pp. 54-67). Routledge.
Levine, K. (2016). POLICE SUSPECTS. Columbia Law Review, 116(5), 1197-1258.
LONG, L. J. (2019). Perpetual suspects: A critical race theory of black and mixed-race experiences of
policing. PALGRAVE MACMILLAN.
Long, W. (2019). How does oversight affect police? Evidence from the police misconduct reform.
Marenin, O., 2004. Police training for democracy. Police practice and research, 5 (2),107–123
McCafferty, F., S. Souryal, and M. McCafferty. 1998. ‘‘The Corruption Process of a Law Enforcement
Officer: A Paradigm of Occupational Stress and Deviancy.’’ Journal of the American Academy
of Psychiatry and Law 26:433–58.
McGhee, H. C. (2021). The sum of us : What racism costs everyone and how we can prosper together.
One World.
Murray, J. (2017). Born of the troubles: Lessons in trust and legitimacy from the police service of Northern
Ireland. Homeland Security Affairs, Retrieved from

64
Radford, K., Betts, J., & Ostermeyer, M. (2006). Policing, accountability and the black and minority ethnic
communities in Northern Ireland. Belfast: Institute for Conflict Research.
Reinholz DL, Andrews TC. Change theory and theory of change: what’s the difference anyway?
International journal of STEM education. 2020;7(1):1-12. doi:10.1186/s40594-020-0202-3
Rubin A. (2022) Combatting racist police violence in a politically savvy way. Journal of
Sanders, C. K., & Scanlon, E. (2021). The digital divide is a human rights issue: Advancing social
inclusion through social work advocacy. Journal of Human Rights and Social Work, 6(2), 1–143.
https://doi.org/10.1007/s41134-020-00147-9
Smith, A. (2021, September 2). Why Critical Race Theory Is Essential To An Honest Education In
America. Human Rights Pulse.
Social Work Education. 58(1):5-8. doi:10.1080/10437797.2021.2020555
Statistica Research Department. (2022). Hate crime in the U.S. - Statistics
& facts.statistica.com.https://www.statista.com/topics/4178/hate-crimes-in-the-United
States/#topicHeader_wrapper
https://www.spanglaw.com/blog/2020/december/what-are-the-main-causes-of-police-brutality-/

Abstract (if available)

Abstract Police brutality, particularly against Black Americans, has a long-standing history in the United States. Despite variations in identity labels, such as "African American" versus "Black American," individuals of dark complexion often face interactions with law enforcement throughout their lives. Older individuals of color, with limited prior encounters with police, are frequently shocked by mistreatment when they become targets of law enforcement. The mistreatment of Black individuals ranges from subtle forms of racial profiling to severe incidents resulting in injury or death. This paper delves into the historical context of police brutality, questioning why this issue persists in modern society. With numerous lives lost at the hands of police, communities demand change. The paper proposes addressing Racism in law enforcement at its core by creating a curriculum at the college level designed for students seeking careers in law enforcement. The "Interdisciplinary Studies in Community Empowered Justice" certificate focuses on eliminating Racism by having students explore the history of law and infusing humanities classes supported by all stakeholders. This approach may improve the relationship between police and the BIPOC (Black, Indigenous, People of Color) community.

While the paper primarily examines the Impact on the Black community, it acknowledges that police brutality affects individuals of color broadly. Additionally, the paper explores innovative solutions that may be pivotal in reducing Racism and ending police brutality.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Empowerment through education: building economic resilience to address the racial wealth divide in queer communities

PDF

Healthy Hmong relationship initiative project: a prevention of Hmong intimate partner violence

PDF

A novel intervention framework operating at the nexus of middle school, traumatic stress, and missing voices to mitigate disparate rates of chronic absenteeism: together, we got this!

PDF

Sticks and stones: training protocol strategy to reduce violence in relationships

PDF

A comprehensive analysis of police brutality and a conclusion based on empirical data regarding the impact of empathy on these occurrences

PDF

A bridge program from jail to community behavioral health treatment

PDF

Empower Faith: equipping faith communities for effective engagement & compassionate reentry support

PDF

A bridge program from jail to community behavioral health treatment [prototype showcase]

PDF

Empower her plate

PDF

The social work-medical-legal partnership: next-level collaborating

PDF

COACH: Connecting Older Adults to Community for Health - an evidence-based program to address older adult social isolation and loneliness

PDF

Mitigate microaggressions against Black women in the workplace for improved health outcomes

PDF

Atender, live! Strategies to acknowledge and cope with cultural taboos in the Latinx community

PDF

A bridge program from jail to community behavioral health treatment [summary]

PDF

Full spectrum transition assistance: preventing loneliness and social isolation in military members during moves

PDF

Rewriting the narrative of the Strong Black Woman Syndrome: a Black women's collective

PDF

A bridge program from jail to community behavioral health treatment [prototype high-fidelity]

PDF

The power of philanthropic convening and capitalization of Black community leaders to reduce extreme economic inequality in Michigan

PDF

Intimate partner violence in the Black community: empowering Black families through education and engagement to increase survivor safety via a strengthened social support network

PDF

TREAT SAW: an integrated model of MDMA-assisted therapy and Save A Warrior’s evidence-based practices for holistic healing of complex post-traumatic stress (C-PTS) in California’s returning veterans

Asset Metadata

Creator Felton, Derrick E. (author)

Core Title Interdisciplinary studies in community-empowered justice

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2024-08

Publication Date 08/07/2024

Defense Date 07/16/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag eliminating racism in law enforcement,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rank, Michael G. (committee chair), Ramos, Elvin T. (committee member), Tunson, Tommy W. (committee member)

Creator Email d2felt@yahoo.com,defelton@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113998T9Y

Unique identifier UC113998T9Y

Identifier etd-FeltonDerr-13345.pdf (filename)

Legacy Identifier etd-FeltonDerr-13345

Document Type Capstone project

Format theses (aat)

Rights Felton, Derrick E.

Internet Media Type application/pdf

Type texts

Source 20240807-usctheses-batch-1193 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu