FROM CLASSROOM TO COMMUNITY: EXPLORING THE ROLE OF

CRIMINOLOGY EDUCATION IN SHAPING STUDENTS VIEW ON LAW

ENFORCEMENT AND SOCIAL JUSTICE

A Thesis
Presented to the Faculty of the
College of Criminology
NORTHEASTERN COLLEGE
Santiago City

In Partial Fulfillment
Of the requirements for the
BACHELOR OF SCIENCE IN CRIMINOLOGY

By:
AGUMBAY, JOHN DHERICK A.

ARGUILLES, MARC JOSS E.

FONTANILLA, KRISTINE M.

GOLLAYAN, FRANZ JOSEF R.

SALDIVAR, MART FERNAN D.

September 2024
 THE PROBLEM AND ITS BACKGROUND

Introduction

The study of criminology has a significant impact on how students view social justice and

law enforcement. This investigation looks at how classroom instruction translates into

community viewpoints, forming students' conceptions of justice, crime, and their place in

society. Education in the field of criminal justice is crucial in forming students' opinions on

social justice and law enforcement. This investigation looks at how knowledge gained in the

classroom influences views from the community, influencing students' perceptions of crime,

justice, and their place in society.

The role of criminology education in shaping students’ perceptions of law enforcement and

social justice is an increasingly important area of study, particularly as societal attitudes towards

policing and justice continue to evolve. Previous studies suggest that criminology curricula that

emphasize critical engagement with topics such as systemic inequality and restorative justice can

lead to significant shifts in students’ perceptions (Wright et al., 2020).

This study is further motivated by the need to assess whether criminology education

fosters a deeper understanding of the complexities within the justice system, including the

balance between maintaining public order and ensuring social justice. This study sought to

identify gaps in current educational approaches and determine how these programs can better

prepare students to approach law enforcement with a critical yet constructive perspective.

This study aimed to contribute to the development of more effective criminology

curricula that not only educate but also inspire students to actively engage in reforming and

improving the justice system for the betterment of society.

Statement of the Problem

This study aimed to identify the role of Criminology Education in shaping students view on

Law Enforcement and Social Justice. Specifically, the researchers sought answers for the

following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 Name

1.2 Age

1.3 Gender

1.4 Year

2. How will students apply what they learn in the classroom to advocate or conducting

community service?

3. What ways do criminology course influence students' comprehension of the methods

used by law enforcement?

4. What ways do students attitudes toward law enforcement change as they progress through

criminology programs?

5. How does criminology education influence students’ perceptions of law enforcement and

its role in society?

 Objectives of the Study

The main objective of this study was to identify the role of Criminology Education

in shaping students view on Law Enforcement and Social Justice at Northeastern

College, Santiago City.

Specifically, this study aimed to:

1. Determine socio-demographic profile of the respondents in terms of:

1.1. Name

1.2. Age

1.3. Gender

1.4. Year;

2. Determine how will students apply what they learn in the classroom to advocate or

conducting community service;

3. Determine what ways do criminology course influence students' comprehension of the

methods used by law enforcement;

4. Determine what ways do students attitudes toward law enforcement change as they progress

through criminology programs; and

5. Determine how does criminology education influence students’ perceptions of law

enforcement and its role in society.

Significance of the Study

This study investigated the crucial impact of criminology education on students' perspectives

regarding law enforcement and social justice. This research holds significant implications for

both the field of criminology and broader societal discourse on criminal justice reform, as

follows;

Criminology Student. It will help the student understand how their education influence their

perspective on law enforcement and social justice, encouraging them critically engage this topic

as future professionals.

Future Researcher. This study will help them to additional studies to add critical data and

update this research.

Police Officers. This study can help them understand the perspectives of criminology students.

This understanding can facilitate the development of stronger community relationships and more

effective interactions with citizens.

Researcher. This study will help them to explore the role of criminology education in shaping

students' views is crucial for understanding the impact of education, improving criminology

programs, and ultimately, fostering positive change in social justice and law enforcement.

Teacher. This study will help them to gain insights from the study to enhance course content and

pedagogy, ensuring student are better equipped to navigate complex justice issues, think

critically, and apply ethical reasoning in real world scenarios.

Scope and Delimitation of the Study

The primary goal of this study was to study the role of criminology education in shaping

students view on law enforcement and social justice. The data collection will be conducted to

some selected criminology students during the academic year 2024-2025. A total of 303

BSCRIM students from 1st year to 3rd year respondents from Northeastern College were

considered in the study through Stratified random sampling.

The students represented the target population. The study exclusively addressed issues

related to shaping students view on law enforcement and social justice; any other concerns were

not included.

The study employed questionnaires as a survey and reference tool to evaluate the role of

criminology education in shaping students view on law enforcement and social justice for

College Students.

Definition of Terms

Criminology. An academic field that studies crime, its causes, effects, and societal responses,

equipping students with knowledge about criminal behavior, law enforcement, and justice

systems.

Curricula. The term "curricula" is the plural form of "curriculum," which refers to the overall

plan or program of study offered by an educational institution. It encompasses the subjects,

courses, learning objectives, and experiences that students are expected to engage with during

their time in that institution.

Law Enforcement. Is the organized activity of certain members of government to enforce the

law. This involves discovering, deterring, rehabilitating, or punishing individuals who violate

the rules and norms governing society

Social Justice. The pursuit of a fair and equitable society, addressing issues of inequality,

discrimination, and human rights, ensuring that all individuals have access to opportunities and

resources.

Society. Is a group of individuals involved in persistent social interaction or a large social group

sharing the same spatial or social territory, typically subject to the same political authority and

dominant cultural expectations.

 Review of Related Literature

Theoretical Foundations of Criminology Education

Criminology education is rooted in diverse theoretical frameworks that inform students'

understanding of crime and justice. Key theories such as strain theory, social learning theory,

and conflict theory are fundamental in shaping how students perceive law enforcement and

social justice.

Strain Theory. Agnew (1992) presents strain theory, positing that societal pressures can

lead individuals to commit crimes when they are unable to achieve culturally approved goals

through legitimate means. This theory highlights the importance of addressing systemic issues

that contribute to criminal behavior. When students engage with this theory, they learn to

empathize with individuals who resort to crime due to socioeconomic constraints. As a result,

they may view law enforcement not merely as enforcers of the law but as potential agents of

social change who can address these underlying issues (Merton, 1938).

Social Learning Theory. Bandura's (1977) social learning theory emphasizes that

behavior is learned through observation and imitation. In the context of criminology education,

students who observe positive community interactions and restorative justice practices may be

more inclined to adopt similar approaches in their future roles. This perspective encourages

discussions about the role of law enforcement in community-building rather than solely as

punitive agents.

Conflict Theory: Conflict theory, articulated by Braithewaite (2017), asserts that crime

is often a product of social inequality and power dynamics. This perspective encourages

students to critically analyze how law enforcement practices can disproportionately target
marginalized communities. By studying this theory, students become more aware of the need

for systemic reforms within the criminal justice system, prompting advocacy for policies that

promote equity and justice.

Influence of Education on Attitudes Toward Law Enforcement

Research indicates that criminology education significantly shapes students' attitudes

toward law enforcement practices. Dwyer (2019) found that exposure to critical discussions

about police conduct, especially in light of contemporary issues such as racial profiling and

police violence, leads students to adopt more skeptical views of law enforcement.

Critical Engagement: Engaging with case studies of police misconduct encourages

students to reflect on the ethical dimensions of law enforcement. For instance, discussions

surrounding high-profile cases of police violence, such as the deaths of George Floyd and

Breonna Taylor, can catalyze shifts in students' perspectives. Students who participate in these

discussions often express greater concern for civil liberties and advocate for reforms that

enhance police accountability (Tillyer & Tillyer, 2016).

Social Media and Awareness: The role of social media in shaping students' views

cannot be overlooked. Recent studies suggest that social media platforms serve as important

arenas for discussing police practices and social justice issues (Zamora, 2020). Students who

engage with content that critiques law enforcement practices through social media are more

likely to develop critical perspectives on policing, which can be reinforced in academic settings.
Ethical Considerations in Criminology Education

Ethics is a fundamental component of criminology education that shapes students'

understanding of their future responsibilities in law enforcement and criminal justice. McCoy

(2021) highlights the importance of integrating ethical decision-making into the curriculum.

Ethical Frameworks: Teaching students about ethical frameworks helps them navigate

the complex moral dilemmas they may face in their careers. Lippke (2019) argues that

discussions about ethical behavior in law enforcement—such as the use of excessive force or

discretion in arrests—prepare students to make informed decisions that prioritize justice and

community trust.

Promoting Accountability: An emphasis on ethics in criminology education fosters a

culture of accountability among future law enforcement professionals. Students trained to

recognize and challenge unethical practices are more likely to advocate for policies that enhance

oversight and transparency within police departments (Reyes, 2018).

Social Justice Frameworks in Education

Incorporating social justice principles into criminology curricula is essential for shaping

students’ perspectives on law enforcement and their roles as future professionals. Brown (2018)

emphasizes that critical criminology courses encourage students to explore the intersections of

race, class, and gender in the context of crime and justice.

Historical Context and Current Issues: Understanding the historical context of policing,

particularly its ties to systemic oppression, helps students critically assess current law

enforcement practices. For example, exploring the history of policing in marginalized

communities allows students to understand the roots of distrust between these communities and

law enforcement. This critical examination prompts students to consider the necessity of reform

and the role of law enforcement as a service to the community rather than an occupying force

(Taylor & Acker, 2018).

Real-World Applications: By integrating real-world case studies and current events into

the curriculum, educators can help students make connections between theoretical knowledge

and practical implications. This approach fosters a commitment to social justice and empowers

students to become advocates for change (Santos, 2021).

Community Engagement and Practical Application

Community engagement initiatives are integral to criminology education, bridging the

gap between academic knowledge and real-world application. Shalev and Gresham (2022)

emphasize that service-learning projects enable students to engage with their communities,

enhancing their understanding of social justice issues.

Service-Learning Opportunities: Engaging in service-learning allows students to apply

their criminological knowledge in practical settings. For instance, students might collaborate

with local organizations to develop crime prevention programs or assist in community outreach

efforts. These experiences not only deepen students' understanding of community dynamics but

also foster a sense of responsibility and commitment to social change (Davis, 2020).

Long-Term Impact on Career Choices: Research indicates that students who engage in

community service during their education are more likely to pursue careers that prioritize social

justice and community advocacy. Garcia (2023) found that graduates who participated in

service-learning initiatives often sought roles in social work, policy advocacy, and community
organizing, highlighting the trans formative potential of community engagement in shaping

career paths.

Diversity and Inclusion in Criminology Education

The importance of diversity within criminology programs is critical in shaping students'

perspectives on law enforcement and social justice. Hagan and McCarthy (2005) argue that

diverse classroom environments foster richer discussions and promote critical thinking about

systemic inequalities.

Encouraging Diverse Perspectives: Research by Lim and Santiago (2022) highlights that

discussions about race, class, and gender significantly shape students' understanding of crime

and justice. Exposure to diverse perspectives allows students to develop empathy and a more

nuanced understanding of the social dynamics involved in criminal justice.

Creating Inclusive Learning Environments: Building inclusive learning environments

that encourage open dialogue about personal experiences with law enforcement fosters a greater

understanding of the complexities of crime and justice. Matsuda (2021) emphasizes that

allowing students to share their stories can enhance empathy and respect for different

viewpoints, preparing them to work effectively in diverse communities.

Impact of Criminology Education on Community Dynamics

The effects of criminology education extend beyond individual students, impacting

community dynamics and relationships with law enforcement. Schmidt (2020) argues that

educated advocates for social justice can play a crucial role in bridging the gap between law

enforcement and marginalized communities.

 Building Trust Between Communities and Law Enforcement: Graduates of criminology

programs equipped with social justice perspectives are more likely to advocate for practices that

enhance community trust in law enforcement. Initiatives aimed at improving police-community

relations can be informed by the insights of criminology students, leading to more effective and

equitable policing strategies (Reynolds, 2021).

Empowering Communities: Education empowers students to become active participants

in their communities, advocating for policies that address the root causes of crime and social

injustice. This empowerment is essential for fostering a culture of community engagement and

activism, which can lead to meaningful change in the criminal justice system.

The literature underscores the pivotal role of criminology education in shaping students'

views on law enforcement and social justice. By integrating theoretical foundations, ethical

considerations, community engagement, and diversity into the curriculum, criminology

programs prepare students to navigate the complexities of crime and justice thoughtfully. The

emphasis on social responsibility and advocacy is essential for cultivating a generation

committed to promoting equity and reform within the criminal justice system and their

communities.
 CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLES DEPENDENT VARIABLES

From Classroom to

Demographic profile of Community: exploring the

the respondents: role of criminology

 Name education in shaping

 Age students view on Law

 Year enforcement and Social

Justice

Figure 1. Research Paradigm

The paradigm of the study shown in figure 1 presents the Independent Variable

and Dependent Variable (IVDV) model. The Independent variable contained the socio-

demographic profile of the respondents, and the Dependent variable contained the Exploring the

role of criminology education in shaping students view on Law enforcement and Social Justice.
 RESEARCH METHODOLOGY

This chapter explains how the research is carried out. It includes the research

design and methodology, locale, respondents of the study, instrument used, data gathering, and

statistical treatment to evaluate the role of criminology education in shaping students view on

law enforcement and social justice for criminology students.

Research Design

The quantitative descriptive research design was used in this study. Best and

Khan (2006) states that descriptive research describes, documents, assesses, and interprets real-

world circumstances using quantitative methods. It includes an effort to find correlations

between unmanipulated data and some form of contrast comparison. Although it frequently

examines past events and their effects in the context of contemporary events, its main focus is

on the present. This study is descriptive in nature research to investigate the role of criminology

education in shaping students view on law enforcement and social justice for criminology.

Respondents of the Study

The participants of this study were 303 respondents of Bachelor of Science in

Criminology students who are studying in Northeastern College.

Sampling Technique

In selecting the respondents in this study, the researchers employed Stratified

random sampling techniques. This technique is applicable when the population is not

homogenous wherein the random sample may not be representative of the population. Felix R.
Libero (2012) states that, “for precise results, the total number of the desired sample may be

allocated equally among the strata.” This technique prevents any chance concentration of

sample units in one part f the field because they are well distributed.

Below is the stratified random sampling as computed by the researchers.

1st year 430 91

2nd year 425 91

3rd year 564 121

TOTAL 303

Research Locale

The locale of our study was at Northeastern College, Santiago City, Isabela. The

study was conducted to the first year to third year Students of Northeastern College, through

questionnaire form/survey. It was conducted right away after the research questionnaires are

finished. The researchers chose the place of implementation because it is the most accessible

one and it gave the researchers the needed information. Every citizen that the researcher

encountered was asked for a survey to obtain an accurate conclusion in this research. The data

were interpreted right after the survey ended.

 Figure 1: Map of Northeastern College

Research Instruments

Annum (2015) defines a questionnaire as a tool utilize in conducting descriptive

surveys to gather essential data. It functions as a document structured with targeted inquiries

aiming to acquire pertinent information for research purposes.

The researchers semi-adopted the questionnaire from Jonel Cardenas (2023)

Impact of Criminology Student Perceptions of Law Enforcement and Social Justice in Local

Communities to procure information from respondents, specifically focusing on details related

to the entity's profile and other significant data relevant to the research. Questionnaires serve as

effective instruments for efficiently collecting a vast amount of information from a diverse

participant pool within a condensed time-frame. It has two parts. The Part I contained the

profile of the respondents which intend to determine their name, age, year. While the Part II,
exploring the role of criminology education in shaping students view on law enforcement and

social justice for criminology students.

Data Gathering Procedure

In order to attain the objective of the study, the following were undertaken. First,

the researchers prepared a request letter to conduct the study. Second, the researchers

constructed a scaling questionnaire which was validated by an expert before it was administered

in the Northeastern College. Third, the researchers explained to the respondents the importance

of their responses to the study and clarified some terms to the respondents so that the

respondents can answer the questionnaire with full knowledge of their responsibility as the

subject of the study. The researchers requested the respondents to answer with all honesty.

Fourth, the researchers used a purposive sampling. After the respondents answered the

questionnaire, the 5 researchers collected and tallied the data for interpretation. Lastly, the

researchers asked a statistician to help in determining the appropriate statistical tools used in

interpreting the data.

Statistical Treatment of Data

Statistical analysis is significant because it uses statistics and arithmetic to

support the study’s findings. The goal of this study was to scrutinize the efficiency of the role of

criminology education in shaping students view on law enforcement and social justice. The data

gained has been gathered, tabulated, and assessed using a scaling questionnaire to construct and

provide relevant results that address the topic in Chapter 1.

To analyze the data gathered for the study, the following statistical will be utilized.
1. Frequency and percentage. It was utilized to ascertain the respondents' demographic

profile.

2. Mean. It was used to examine the role of criminology education in shaping students view on

law enforcement and social justice. The responses were analyzed utilizing a (5) point Likert

scale.

Response Scale Interpretation

5 4.5-5 Strongly Agree

4 3.5-4 Agree

3 2.5-3.5 Neutral

2 1.5-2.5 Disagree

1 1-1.5 Strongly Disagree

 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the data gathered from 303 criminology students of Northeastern

College who served as respondents of this study. It also provides the analysis and

interpretation of data that has been organized according to the research questions enumerated

in the first chapter of this research.

Part I. Demographic Profile of the Respondents.

Table 1 shows the age ranging from 17 to 28 years old of the criminology students

Age Frequency Percentage

(n=303) (100%)
17-18 57 18.8
19-20 165 54.5
21-22 69 22.8
23-24 8 2.6
25-26 2 0.7
27-28 2 0.7
Total 303 100

The table shows the range of ages from 17 to 28 years old of the criminology students.

Including 54.5% which is 165 students of the whole student population, most of them fall

between the ages of 19 and 20. With 22.8% which is 69 students, 21–22-year-old is the second-

largest group; followed by 17–18-year-old with 18.8% with 57 students. On the other hand, a

much smaller percentage of students are aged 23 to 24 with 2.6%, 25 to 26 with 0.7%, and 27 to
28 with 0.7%, According to the data shown, most students enroll in criminology at the usual

college entrance age.

Table 2 shows the gender of the criminology students.

Gender Frequency Percentage

(n=303) (100%)
Male 227 74.9
Female 68 22.4
LGBTQ+ 8 2.6
Total 303 100

The table shows the gender breakdown of students studying criminology. Comprising

74.9% which has 227 students, most of the students are male. This implies that inside this

institution, criminology is a male-dominated discipline. More so, with 22.4% which means 68

students are female students that show a much smaller representation. A lesser percentage of the

student data, LGBTQ+ students account for 2.6% with only 8 students of the total. Hence,

criminology degrees typically draw more male students following a conventional pattern. Still,

the presence of LGBTQ+ and female students emphasizes growing field diversity.

Table 3 shows the year level of the criminology students.

Year Level Frequency Percentage

(n=303) (100%)
First Year 99 32.7
Second Year 102 33.7
Third Year 102 33.7
Total 303 100
 The table presents the year-level distribution of criminology students. The data shows a

relatively balanced distribution across the three-year levels. The First-year students make up

32.7% which has 99 students of the total population, second-year and third-year students each

account for 33.7% with 102 students per year.

PART II. Role of Criminology Education in Shaping Students’ View on Law

Enforcement.

Table 4 provides a detailed overview of views on Law Enforcement of the criminology

students.

Views on Law Enforcement Mean Std. Quantitative Description

Deviation
1. Criminology education teaches me
that law enforcers should uphold
the Constitution at all times, and 4.55 0.60 Strongly Agree
to be loyal to the country, its
people and the organization.
2. Criminology education teaches me
that law enforcers should place
public interest ahead of personal
interest, including preventing the 4.27 0.82 Agree
“malversation” of human
resources, government time,
property and funds.
3. Criminology education teaches me
that law enforcers should be non-
partisan provision of services to 4.06 0.89 Agree
everyone regardless of party
affiliation.
4. Criminology education teaches me 4.36 0.75 Agree
that law enforcers should have
regular physical exercise and an
annual medical examination in
order to stay physically and
 mentally fit.
5. Criminology education teaches me
that law enforcers should guard
the confidentiality of classified 4.25 0.86 Agree
information against unauthorized
disclosure.
6. Criminology education teaches me
that law enforcers should have
social awareness through active
4.40 0.76 Agree
involvement in religious, social
and civic activities to enhance the
image of the organization.
7. Criminology education teaches me
that law enforcers should shun
patronage and seek self-
improvement through career 4.34 0.85 Agree
development, avoiding
recommendations from politicians
and other persons of influence.
8. Criminology education teaches me
that law enforcers should practice
proper care and use of public
4.27 0.74 Agree
property issued for their official
use or entrusted to their care and
custody.
9. Criminology education teaches me
that law enforcers should respect
4.54 0.77 Strongly Agree
human rights in the performance
of duty.
10. Criminology education teaches me
that law enforcers should perform
their duties with dedication,
thoroughness, efficiency, 4.43 0.69 Agree
enthusiasm, determination, and
manifest concern for public
welfare.
11. Criminology education teaches me
that law enforcers should help in
4.26 0.80 Agree
the development and conservation
of natural resources.
12. Criminology education teaches me
that law enforcers should conduct
themselves properly at all times, 4.40 0.72 Agree
keeping within the rules and
regulations of the organization.
13. Criminology education teaches me 4.43 0.71 Agree
 that law enforcers should be loyal
to the Constitution and the police
service as manifested by their
loyalty to their superiors, peers
and subordinates as well.
14. Criminology education teaches me
that law enforcers should obey
lawful orders and be courteous to
4.27 0.93 Agree
superior officers and other
appropriate authorities within the
chain of command.
15. Criminology education teaches me
that commanders and directors are
responsible for the supervision, 4.44 0.70 Agree
control and direction of their
personnel at all times.
Mean 4.35 0.77 Agree

The table shows how knowledge in criminology shapes students' opinions of law

enforcement. With a standard deviation of 0.77, the general mean score of 4.35 points to a high

degree of strong level of agreement among students regarding the principles and responsibilities

taught in criminology education. This shows that students understand in law enforcement the

need of ethical behavior, professionalism, and public service. Among the several factors

assessed, the highest-rated statements emphasize the significance of upholding the constitution,

loyalty to the country and organization which mean is 4.55, and respecting human rights in the

performance of duty with the mean of 4.54. These results imply that students absorb the ethical

and constitutional bases of law enforcement rather strongly. Strong agreement is also shown on

commitment to duty, integrity, professionalism, and discipline, therefore supporting the theory

that criminology education effectively imparts these traits. Reflecting students' agreement on

fundamental values such as the need of preserving physical and mental fitness, responsibility,

and proper behavior inside law enforcement, most data obtained ratings ranging from 4.06 to
4.44. The focus on these features implies that by encouraging discipline and ethical

responsibility, criminology education helps students to be ready for the challenges of a future in

law enforcement.

Though students generally agree with political neutrality in law enforcement, the

statement with the lowest level of agreement, "Law enforcers should be non-partisan in

providing services regardless of party affiliation," with the mean of 4.06, suggests that there

may be some degree of uncertainty or lesser attention on this aspect in their education. The

research shows generally that students' perspective of law enforcement obligations is greatly

shaped by their knowledge of criminology. It guarantees they are ready for professions in the

sector by effectively teaching in them the fundamental qualities of loyalty, public service,

ethical behavior, and professionalism.

The findings indicate that criminology education significantly shapes students’

perspectives on law enforcement ethics, professionalism, and responsibilities. The high level of

agreement in most statements suggests that students strongly absorb fundamental values such as

loyalty, integrity, and ethical conduct. The lowest level of agreement on political neutrality

highlights an area that may require further emphasis in the curriculum. Overall, the results

confirm that criminology education effectively prepares students for the ethical and professional

demands of law enforcement careers. Ensuring continuous reinforcement of these values,

particularly in areas where agreement is lower, can further enhance students’ readiness for real-

world law enforcement duties.

The study highlights that students’ strong agreement on key law enforcement principles

implies the effectiveness of criminology education in instilling ethical standards and

professional conduct. The findings suggest that students recognize the importance of loyalty,

discipline, and public service in law enforcement. However, the relatively lower agreement on

political neutrality indicates a possible gap in their education that may need further attention.

Addressing this gap could strengthen students' overall preparedness for the diverse and

impartial nature of law enforcement work.

These results corresponded to Sharp (2019), who highlighted how students' educational

experiences impact their opinions of law enforcement. Sharp's study pointed out how

criminology education forms how students evaluate police efficacy and professionalism,

therefore proving the direct influence of academic exposure on their opinions of ethical

behavior and public service. Likewise, the current study reveals that through their criminology

education, students fascinate the values and obligations of law enforcement, therefore

supporting the idea that academic training is absolutely essential in shaping future law

enforcement officials.

This study generally supports Sharp's (2019) findings by underlining how much

criminology education helps students to grasp law enforcement ethics, professionalism, and

duties. The findings emphasize the requirement of ongoing education of these values to

guarantee that students arrive on the field with a strong ethical basis and a dedication to public

service. Dealing with areas of less agreement, such as political neutrality, could improve their

readiness for practical law enforcement demands even more.

Reference: Sharp, J. L. (2019). Community College Students’ Perceptions of Law

Enforcement. University of Arkansas.

Part III. Role of Criminology Education in Shaping Students’ View on Social Justice.

Table 5 provides a comprehensive analysis of the views on Social Justice among

criminology students.

Views on Social Justice Mean Std. Quantitative

Deviatio Description
n
1. Criminology education teaches me that
each person has an equal right to a fully
adequate scheme of equal basic rights 4.36 0.82 Agree
and liberties.
2. Criminology education teaches me that
fair access to goods and services is a 4.28 0.79 Agree
fundamental principle of social justice.
3. Criminology education teaches me that
equitable treatment implies that people
4.37 0.71 Agree
would get a “deserved” treatment,
meaning what is right for them.
4. Criminology education teaches me
about legal rights, which include
inherited rights, and other lawful rights 4.26 0.81 Agree
such as the right to receive payment for
one’s jobs according to agreed terms.
5. Criminology education teaches me
about moral rights, which include
people’s basic human rights, liberties
4.29 0.80 Agree
and such entitlements as the right of
“giving people a say in affairs that
concern them.”
6. Criminology education teaches me
about the rights of certain groups to 4.37 0.75 Agree
particular geographic territories.
7. Criminology education teaches me that
in socially just societies, moral rights,
even in the absence of legal guarantees,
4.29 0.75 Agree
are protected by adequate procedures,
norms and rules, some of which are
universally accepted.
8. Criminology education teaches me that
participation in the context of social
4.26 0.83 Agree
justice means involving people in
decisions that govern their lives.
 9. Criminology education teaches me that
public participation includes achieving 4.30 0.72 Agree
better distributive outcomes.
10. Criminology education teaches me that
public participation includes 4.27 0.84 Agree
strengthening democracy.
Mean 4.31 0.78 Agree

Table 5 shows the Role of Criminology Education in Shaping Students’ Views on Social

Justice.

The table offers a clear insight into how criminology research affects students’ attitudes

towards social justice. With a standard deviation of 0.78, the general mean score of 4.31

points to a great degree of student agreement on the ideas of justice, rights, and involvement

in a fair society. This shows that education in criminology helps students to acquire

fundamental social justice ideals, therefore strengthening their knowledge of equality, moral

and legal rights, and democratic involvement.

Among the various aspects evaluated, the highest-rated statements highlight the

importance of equitable treatment, which has a mean of 4.37, and the rights of certain groups to

geographic territories, which also has a mean of 4.37. This means that the students strongly

agree with the principle that justice involves fairness in issuing rights and resources.

Additionally, they acknowledge the equal right of all individuals to basic liberties, which has a

mean of 4.36, further emphasizing their understanding of the foundational concepts of social

justice.
 Further, with mean scores ranging from 4.26 to 4.30, the students affirm that they are

in agreement with most elements of social justice. They recognize that fair access to goods and

services, the protection of moral rights, and the role of public participation in achieving

distributive justice and strengthening democracy. These findings suggest that criminology

education provides students with a broad perspective on justice, extending beyond legal rights

to include ethical and societal dimensions. More so, the data implies that criminology education

successfully shapes students’ understanding of social justice, particularly in terms of equality,

fairness, rights, and civic participation.

The findings reveal that criminology education has a significant role in shaping

students’ perspectives on social justice. The high level of agreement on key social justice

principles suggests that students develop a strong awareness of fairness, rights, and public

participation. The data underscores that students understand the importance of equitable

treatment, protection of rights, and democratic engagement. The lowest mean scores still reflect

agreement, indicating that students generally grasp the broad scope of social justice issues.

These results affirm that criminology education effectively equips students with the necessary

knowledge to uphold and advocate for justice within society. Strengthening education in areas

such as public participation and access to resources may further enhance students’ readiness to

address social justice challenges in their future careers.

The study highlights that students’ strong agreement with social justice principles. It

implies that criminology education raises awareness of equality, fairness, and human rights. The

results also suggest that students not only recognize these principles but also understand their

significance in the applications on real life. However, while overall agreement is high, certain

areas, such as public participation and access to goods and services, could be further
emphasized to enhance students’ holistic understanding of social justice. Addressing these

aspects more deeply in criminology education may reinforce their commitment to independent

engagement and distributive justice in their future roles.

These findings are in line with the findings of Araneta et al. (2025), who underlined the

need of including social justice ideas into college courses in order to advance democracy and

equality and participation. These findings reveal that faculty members and students see social

justice education as essential for nurturing a more inclusive and fair society. Likewise, the

present study highlights that criminology education effectively instills these values, preparing

students to advocate for and uphold justice in their future employment. The results on issues

like distributive justice and democratic participation confirms Araneta et al.'s conclusions that

education is crucial in determining students' views and goals for a more fair and equitable

society.

Reference: Araneta, K., Costin, K., Fraser, J., Maatwk, F., Süvari, Ö., & Tahir, E. (2025). Social

Justice Work in the University: Understanding Student and Staff Perceptions and Aspirations

for Decolonising the Curriculum from a University-Wide Survey. Social Sciences, 14(1), 37.
 SUMMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the findings of the study, conclusion drawn, and recommendation on

the activities undertaken based on the analysis of data gained.

Summary

Majority of respondents were Male, ages of 19 and 20. In addition, the table reveals that

criminology research significantly influences students' attitudes towards social justice, with a

mean score of 4.31, indicating that education in criminology enhances their understanding of

equality, moral rights, and democratic participation. Further, the study shows that criminology

education significantly influences students' views on law enforcement ethics, professionalism,

and responsibilities. It largely teaches values like loyalty, integrity, and ethical conduct, but

may need further emphasis on political neutrality. Criminology education fosters students'
awareness of social justice principles, fairness, rights, and public participation, promoting

equality, fairness, and human rights, and their practical application in real life.

Conclusions

Based on the results of the study, the following are concluded:

1. The respondents’ profile shows that majority of them are in between 19-20 years old,

predominantly male;

2. Criminology students are equipped to conduct community services by applying their

academic knowledge on ethics, social justice in real-life context and law enforcement

principles;

3. Students’ understanding on law enforcement methods, and focusing on ethics and

professionalism and the proper execution of duties is significantly enhanced;

4. When students go through various programs on criminology, their perceptions and

attitudes toward law enforcement become clearer and more aligned with

professionalism; and

5. Instilling a strong foundation of understanding law enforcement in upholding justice and

public welfare molds the perceptions of criminology students.

Recommendations

The following statements are recommended based on the findings of this study:

1. It is recommended that programs about criminology should consider the socio-

demographic characteristics of the students to modify appropriate support services and

teaching strategies to ensure that all groups are well-engaged;

 2. Incorporate a more practical and community-based learning paradigm to cater and allow

the students to apply their knowledge in meaningful and more effective ways;

3. Updating the curriculum on criminology programs is encouraged to incorporate up-to-

date developments in law enforcement;

4. Programs should be focused on developing positive attitudes towards law enforcement

throughout the students’ journey in criminology without neglecting its ethical aspects;

and

5. Importance of human rights, justice and public service should be strengthened ensuring

that students’ understanding on law enforcement is comprehensive and ethical at the

same time.

BIBLIOGRAPHY

Reference: Sharp, J. L. (2019). Community College Students’ Perceptions of Law Enforcement.

University of Arkansas.

Reference: Araneta, K., Costin, K., Fraser, J., Maatwk, F., Süvari, Ö., & Tahir, E. (2025).

Social Justice Work in the University: Understanding Student and Staff Perceptions

and Aspirations for Decolonising the Curriculum from a University-Wide

Survey. Social Sciences, 14(1), 37.