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The use of credible messengers to deliver violence reduction programs has spread rapidly since it was first used in a criminal justice context by Cure Violence in 1999. However, there is no clear conceptualization of what a credible messenger is, aside from vague definitions contained in the evaluation literature. We provide a "broad strokes" framework for developing a general theory of credibility that might extend from criminal justice across disciplines. The framework also provides the basis for developing a middle theory on credibility within the area of violence intervention. We demonstrate how this might be done, using the theoretical framework to explore a set of 22 interviews with credible messenger staff. [ABSTRACT FROM AUTHOR]

Criminal records can have consequences for higher education attainment despite the benefits of college degrees for formerly incarcerated people. Using stratified random sampling of colleges and universities across the 50 states, this study examines how higher education institutions claim to use felony history in admission decisions, and the impact of race, geography, and institutional factors associated with these decisions. Findings indicate that admissions departments are more likely to tell an interested applicant with a stereotypical Black name and a non-violent felony record that their criminal histories will be considered in the application process compared to another prospective applicant with a stereotypical White name and non-violent felony record. Admissions departments in public institutions and institutions with higher racial diversity are less likely to consider felony history. Lastly, institutions in the former Confederate states are more likely to indicate using stringent reviews of applicants who disclose a felony compared to institutions in the former Union states. Institutions in the former border states and unincorporated states claim to be less likely to consider criminal history in the applicant review process compared to Union states. Recommendations for addressing these barriers to higher education are presented. [ABSTRACT FROM AUTHOR]

Evidence-based policing emphasizes the evaluation of interventions to create a catalogue of effective programs and practices. Program evaluation has primarily been considered the purview of academic researchers, with police agencies typically uninvolved in the evaluation of their own interventions. Scholars have recently advocated for police to take more ownership over program evaluation, often arguing for an increased role of three primary entities: embedded criminologists, police pracademics, and crime analysts. While an emerging body of literature has explored these entities individually, research has yet to explore the unique contributions each can make to police-led science. The current study is a survey of scholars who authored or co-authored one or more studies included in the evidence-based policing matrix. The authors explore four distinct research questions pertaining to police-led science. Findings suggest that embedded criminologists, police pracademics, and crime analysts may each have a unique role to play in promoting police-led science. [ABSTRACT FROM AUTHOR]

This study focuses on crimes involving firearms in Baltimore, Maryland to answer three research questions concerning the effect of seasonality: (1) Do changes in the seasons affect which spatial factors are significantly related to crime?; (2) Does risk terrain modeling have predictive validity on a short-term basis?; and (3) Are the same areas high-risk throughout the year? To accomplish this, the authors ran twelve monthly risk terrain models and one yearly risk terrain model. The study found that risk factors vary by month and that monthly and yearly spatial risk factors do not necessarily overlap. The study also found that risk terrain models retain their predictive validity on a short-term basis. The results are further discussed in relation to whether the same areas are high-risk throughout the course of the year. [ABSTRACT FROM AUTHOR]

A criminal conviction results in consequences that extend beyond incarceration. Self-stigmatization is a negative consequence that many formerly individuals experience. It manifests in low self-esteem and personal barriers to reentry. This study explores higher education programs in prison as a moderator of self-stigma. Using qualitative interviews, this study investigated the perceptions of formerly incarcerated individuals who participated in higher education in prison in regard to the ways in which incarceration and education affected their self-stigma. Results indicate that incarceration influences self-stigma, but education enhances a sense of empowerment and motivation to resist the negative effects of self-stigma. Reducing the stigmatization of formerly incarcerated individuals is important because if they view themselves positively, it can improve their reentry and life trajectory. [ABSTRACT FROM AUTHOR]