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Test Bank for
MULTICULTURAL LAW
ENFORCEMENT:
STRATEGIES FOR PEACEKEEPING IN A DIVERSE
SOCIETY
Seventh Edition Robert M. Shusta • Deena R. Levine • Aa ron T. Olson 1 / 4
CONTENTS
Testbank
64Chapter 1 Multicultural Communities: Challenges for Law Enforcement
71Chapter 2 The Changing Law Enforcement Agency: A Microcosm of Society
Chapter 3 Multicultural Representation in Law Enforcement: Recruitment,
Retention, and Promotion 79 Chapter 4 Cross-Cultural Communication for Law Enforcement 86 93Chapter 5 Law Enforcement Contact with Asian/Pacific Americans Chapter 6 Law Enforcement Contact with African Americans 100 Chapter 7 Law Enforcement Contact w106ith Latino/Hispanic Americans Chapter 8 Law Enforcement Contact with Arab Americans and Other Middle Eastern Groups 112 Chapter 9 Law Enforcement Contact with Native Americans 119 Chapter 10 Law Enforcement Contact with Gangs, Victims of Human Trafficking, the Homeless, and the Mentally Ill 126 Chapter 11 Hate/Bias Crimes 135 Chapter 12 Racial Profiling 146 iv
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TESTBANK
Chapter 1 Multicultural Communities: Challenges for
Law Enforcement 1.1 Multiple Choice Questions
1) Acquiring cultural competence includes:
- exploration of officers' belief systems and biases
- awareness of an officer's perspectives and perceptions
- increased communication skills leading to effective rapport building
- all of the above
Answer: D
Page Ref: 4
Objective: Discuss the impact of diversity on law enforcement and the
corresponding need for community policing and outreach programs
Level: Easy
2) The Chinese Exclusion Act in 1882 denied Chinese Laborers the right to
enter:
- Europe
- Africa
- America
- Asia
Answer: C
Page Ref: 9
Objective: Understand past and current reactions to the U.S. multicultural
society
Level: Easy
3) What are the dimensions of diversity that influence the personal and professional lives of law enforcement personnel?
- primary
- secondary
- both
- none
Answer: C
Page Ref: 29-30
Objective: List the primary and secondary dimensions of diversity as well as
generational differences among immigrant and ethnic groups
Level: Intermediate
64
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4) A judgment or opinion formed before facts are known, usually involving
negative or unfavorable thoughts about groups of people is known as:
A) stereotype B) prejudice C) hate D) bias
Answer: B
Page Ref: 32
Objective: Apply the concepts of stereotyping, prejudice and implicit bias to
police work
Level: Intermediate
1.2 True/False Questions 1) To blame one's failures and shortcomings on innocent people or those only partly responsible is bias.
Answer: FALSE
Page Ref: 32
Objective: Apply the concepts of stereotyping, prejudice and implicit bias to
police work
Level: Easy
2) The act — intentional and unintentional — of applying or incorporating personal, social, or organizational biases and/or stereotypes in decision- making, police actions, or the administration of justice is bias-based policing.
Answer: TRUE
Page Ref: 32
Objective: Apply the concepts of stereotyping, prejudice and implicit bias to
police work
Level: Easy
3) An example of a secondary dimension is educational level.
Answer: TRUE
Page Ref: 29
Objective: List the primary and secondary dimensions of diversity as well as
generational differences among immigrant and ethnic groups
Level: Intermediate
4) Gender is another example of a secondary dimension of diversity.
Answer: FALSE
Page Ref: 29
Objective: List the primary and secondary dimensions of diversity as well as
generational differences among immigrant and ethnic groups
Level: Intermediate
65 .
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