CRI322H1 – Thurs 10 am - 1 pm

Inequality & Criminal Justice

2022 Winter Session
Professor Akwasi Owusu-Bempah

Contact Info/Office Hours Will be posted on Quercus

a.o.bempah@utoronto.ca

Teaching Assistant

Contact Info/Office Hours https://q.utoronto.ca/courses/249128

Class will meet virtually via Zoom.

Office Hours

Thursday 12pm – 1pm

Themes and Format

This course provides an historical and critical socio-legal perspective focused on the intersections of social
inequality, crime, and criminal justice in Canada and beyond, emphasizing the interplay between social
inequalities and criminal justice.

Much of the contemporary discussion about inequalities, crime and criminal justice focus on individual actors –
police, judges, offenders, and so on. In this course we will move beyond simplistic notions about race, class,
gender, crime and criminal justice, to examine how these identities come to be constructed, and how they inform
and are informed by criminal justice policies, practices and outcomes. Students will be introduced to a range of
practical and theoretical issues associated with state responses to marginalized groups and how these groups
perceive and experience crime and criminal justice. Course readings will consist of a combination of theoretical
and empirical materials from Canada and other Western nations. The goal of the course is to provide students
with a comprehensive understanding of the intersections between social inequalities, crime and criminal justice.

Accessibility Needs
The University of Toronto is committed to accessibility. If you require accommodations for a disability, or have any
accessibility concerns about the course, the classroom or course materials, please contact Accessibility Services
as soon as possible. For further details, refer to the following website http://studentlife.utoronto.ca/as.

Learning Outcomes
1. To further understandings of the etiology of social identities and inequalities.
2. Gain an understanding of how social inequalities intersect to influence citizens’ perceptions of and
experiences with the criminal justice system.
3. To develop an understanding of how the criminal justice system produces social inequalities.
4. Assess and analyze the complex structures and challenges facing law enforcement, the judiciary and
corrections in dealing with diverse populations.
5. Evaluate, summarize and apply scholarly information when assessing and analyzing the legal and criminal
justice systems.
6. Assess and utilize scholarly research to support written arguments.
7. Produce scholarly arguments in the form of an analysis paper.
Course Readings
Students will be asked to read scholarly articles, popular news articles, and to view documentary films (to be
treated as “texts”). In addition to readings assigned from the Perry text, all course readings will be provided via
links on Quercus. Readings may be subject to modification throughout the term. Please refer to Quercus
(“Course Materials”) for the most up to date version.

Perry, Barbara, J (Ed.). (2016) Diversity, Crime and Justice in Canada (Second Edition). Don Mills, Ontario:
Oxford University Press.

Additional readings available through Quercus.

Class Format

This is an online, synchronous- course. Virtual lectures will be given as synchronously online via zoom
(Wednesday 10am – 1pm. Synchronous office hours will also be hosted via Zoom (Day/time TBA). Students can
access Zoom lectures though their web browser. Beyond PowerPoint (or a PowerPoint Reader), no additional
software is required.

Lecture notes will not be posted on Quercus. Powerpoint outlines will be posted on Quercus prior to the lecture.
Outlines will provide a general roadmap for the lecture – they will not include verbatim reiterations of lecture ideas.
Lectures will contain materials above/beyond readings – just reading (and not attending class) is not sufficient for
success in the course. Students are expected to make in depth linkages between readings, films, guests and
lectures.

Classes are designed to be a mixture of lecture and class discussions led by the instructor. If the discussion is to
be useful, students will need to complete the assigned readings on time and attend class with questions and
observations in mind. The instructor will provide linkages between, and context for, the readings, and questions
to guide discussions. An important purpose of this course is to get all of us to look at issues that we may already
have strong positions on in a different light. This is intended to occur through the give and take of class
discussion and through completion of course assignments. Since some of the topics we will discuss are sensitive
in nature, it is important that we respect views different from our own. As part of that respect, please be mindful of
the fact that the class is not intended to be a place for partisan debate.

This class, including online interactions through Quercus, is a safe space, free from racism, sexism, ageism,
saneism, homophobia, transphobia and heterosexism. I expect everyone to treat their colleagues as equals. I will
not tolerate any abusive behaviour, language or any form of bullying.

Please consult the Code of Student Conduct:

http://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/codeofstudentconduct.htm

Use of Quercus and Email

Class announcements will generally be posted on Quercus and mailed to all students at your University of
Toronto account. Messages for individual students will be mailed to your Utor account. Therefore, it is important
that you check Quercus and your Utor account regularly. Failure to do so cannot be used as a reason for
dispensation of term work policies and course work requirements. Please use your Utor email to contact the
instructor and TA – include the course code in the subject line.

Page 2 of 7
Attendance Policy
Students who attend class will be more likely to understand the material and will therefore be in a better position
to do well in the course. Students who, for whatever reason, miss a lecture, will have to make arrangements to
get notes from another student.

Course Requirements and Assignments

Students are expected to read all required texts. Students are expected to submit the following assignments by
the time indicated (EST – Eastern Standard Time)

Type Description Due Date Weight

Annotated Locate and annotate 6 scholarly sources relating to your essay By 10:10 15%
Bibliography topic. See Annotated Bibliography document on Quercus for a.m. on
further details. Feb 2

Op Ed Write a short (700-800 word) Op Ed on topic of term paper and By 10:10 25%
suitable for submission to a newspaper or other media outlet. See a.m. Feb
Op Ed document on Quercus for further details. 16

Essay Develop scholarly arguments about your essay topic. See Essay By 10:10 35%
document on Quercus for further details. a.m.
March 23

Test Long answer – open book. April 6 25%

Grading

Annotated Bibliography

Entries will be scored on their relevance, accuracy, brevity, clarity, and style.

Op Ed

The essay will be graded based on clarity of argument and organization/presentation of information. Relevant use
of literature and absence or presence of spelling and grammatical errors will also be taken into account.

Tests

Multiple choice portions of the test will be graded using scantron. Short answer will be graded for correctness.

Essay

The essay will be graded based on a demonstrated evidence of knowledge of the subject matter, strength of
critical analysis, relevant use of literature and absence or presence of spelling and grammatical errors.

Further details will be posted on Quercus

Page 3 of 7
Term Work Policies
Students are expected to take responsibility for making appropriate judgments to ensure that their assignments
are submitted in a timely manner. It is also the student's responsibility to back up their work either electronically or
by photocopying the work for their own reference.

It is also the student's responsibility to keep rough and draft work and hard copies of their assignments as these
may be required by the instructor. You must also keep all your graded term work until your final grade has been
released on ACORN. Any grade miscalculations or other grade related issues may require that you provide your
graded assignments to the instructor or Program Office.

Course Policy on Late/Missed Term Work

Please alert us to any difficulties that you may be experiencing in a timely manner so that we can provide
appropriate assistance and/or direct you to someone who can. Students will not be given make-up tests or
extension due to travel (employment, vacations), weddings or other personal commitments. As a matter of
fairness to all students, you will be required to support any request for extensions or make-ups with supporting
documentation.

Missed tests will be assigned a grade of zero. If you miss a test, you must approach the instructor within one
week of the test date in order to request an opportunity to write a make-up. A make-up test will only be granted if
there are legitimate medical or compassionate grounds. Documentation (Verification of Student Illness or Injury
form etc.) must be submitted to the instructor.

Essays handed in late without a valid excuse will be marked down as follows: 2 percentage points to be deducted
per day (treating Saturday, Sunday, and any applicable holiday as one day each) to a maximum of 20 percentage
points, after which the assignment will no longer be accepted and will be given a mark of zero. The late penalty
will be applied to papers handed in after 10:10 am on the due date.

If you wish to submit a late essay on a weekend or holiday, please send it to the teaching assistant as an e-mail
attachment (in MS Word and then submit an identical hard copy on the first subsequent day that the university is
open.

Course Policy on Re-Marking of Term Work

If you wish to request re-marking of an assignment or test, please submit a detailed memo in writing in which you
specify the questions or portions of the assignment or test that you believe were marked incorrectly (and why you
think the mark was incorrect), together with the original test or assignment. These should be submitted to the
original marker of the test or assignment, whether that was the TA or instructor. We will respond to you, also in
writing, with our reevaluation of the test or assignment. Please also note the following guidelines:

1. Your request for re-marking must be submitted in writing. Neither the TA nor the instructor will re-mark any
test or assignment based on a student’s verbal request. The deadline for requesting the first re-marking is
two weeks from the date the term work was made available for pickup. Late requests will not be accepted.
2. If the TA re-marks your assignment, you may request a final re-marking by the instructor. Submit the
assignment to the instructor with your original memo and the TA’s written response. Attach a note stating
that you wish to request a second re-marking. The deadline for requesting a second remarking is two
weeks from the date the original re-mark was made available for pickup. Late requests will not be
accepted.
3. If the instructor marks and re-marks your assignment, you may not request a final re-marking by the TA.
4. Any remarking done by Professor Owusu-Bempah will involve the entire assignment, not simply the
questions or portion you believe were scored improperly. Note that in the course of re-marking your
assignment, the instructor may discover errors or defects that were not originally detected on the
assignment or mid-term test. As a result, it is possible that your revised mark may actually go down, rather
than going up or staying the same. It is not to your advantage to submit a request for a re-marking to the
instructor unless you believe you will actually gain points.

Page 4 of 7
Course Policy on Academic Honesty and Documentation of Originality
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to ensuring that a
degree from the University of Toronto is a strong signal of each student’s individual academic achievement. As a
result, the University treats cases of cheating and plagiarism very seriously. The University of Toronto’s Code of
Behaviour on Academic Matters (www.governingcouncil.utoronto.ca/policies/behaveac.htm) outlines the
behaviours that constitute academic dishonesty and the processes for addressing academic offences. Potential
offences include, but are not limited to:

In papers and assignments:

1. Using someone else’s ideas or words without appropriate acknowledgement.
2. Submitting your own work in more than one course without the permission of the instructor.
3. Making up sources or facts.
4. Obtaining or providing unauthorized assistance on any assignment.
On tests and exams:
1. Using or possessing unauthorized aids.
2. Looking at someone else’s answers during an exam or test.
3. Misrepresenting your identity.
In academic work:
1. Falsifying institutional documents or grades.
2. Falsifying or altering any documentation required by the University, including (but not limited to)
doctor’s notes.
Selling, Distributing Course Work Material:
1. Selling or distributing any lecture material such as outlines, slides, tests, answers to tests, essay
questions without prior permission of the Instructor is an infringement of copyright. You are absolutely
NOT authorized to post/distribute/sell any material if you do not have permission of the instructor.

All suspected cases of academic dishonesty will be investigated following the procedures outlined in Code of
Behaviour on Academic Matters. If you have any questions about what is or is not permitted in this course, please
do not hesitate to contact the instructor. If you have questions about appropriate research and citation methods,
you are expected to seek out additional information from the instructor or other available campus resources like
the College Writing Centers, the Academic Success Centre, or the U of T Writing Website.

In order to ensure that students who complete their assignments independently and in good faith receive fair
evaluation of their work, documentation of originality will be required for the course assignment completed out of
class. When you submit this paper, you must also submit a set of writing materials as documentation of originality.
These materials include the following: Any notes (handwritten or typed) used in the composition of the essay
Any outline you made in preparation for the essay Any earlier draft(s) of the essay A short (not more than one
page) “bibliographic note” in which you set forth the sources you used and explain why you selected them and
how you chose particular portions of each source as evidence for your argument. Papers submitted without
adequate documentation of originality will not be accepted.

Please note that this policy is being adopted as an alternative to the use by some instructors of Turnitin®, an on-
line service provided by the university, which detects plagiarism by comparing submitted papers with a database
of other works.

Writing Centres
The writing centres at U of T provide individual consultations with trained writing instructors, along with group
teaching in workshops and courses. There’s no charge for any of this instruction—it’s part of your academic
program. You are eligible to work with the writing centre at the college where you’re registered. Non-Woodsworth
College students may also take CRI assignments to the Woodsworth College Writing Centre.

Course Policy on Classroom Courtesy

In order to ensure that class is a productive and enjoyable experience for everyone, please observe the following
rules of classroom courtesy:

1. Except for laptop computers, all other electronic devices such as cell phones, PDAs, CD/MP3 players,
and other similar devices must be silenced and put away during class. If you need to keep your cell phone

Page 5 of 7
 switched on because you anticipate an urgent phone call or message, please inform the instructor before
the beginning of class.
2. Please give your full attention to class. Laptop computers should be used only for taking notes. Please
refrain from reading extraneous materials during class meetings.
3. Please avoid disrupting class with unnecessary arrivals and departures from the classroom.
4. Please make an effort to arrive promptly, and wait until break or the end of class before leaving the
classroom for non-essential phone calls and other similar purposes.
5. Please refrain from all forms of distracting or disruptive behavior during class. These would include, but
are not necessarily limited to sleeping, and talking to other students. The instructor reserves the right to
request that students desist from other forms of inappropriate behavior as the situation warrants.
6. Professional note-takers are not permitted in class. All guests must be cleared with the instructor.
7. Please address other students, the TA, and the instructor courteously at all times.

Copyright in Instructional Settings

Lectures and course materials prepared by the instructor are considered by the University to be an instructor’s
intellectual property covered by the Canadian Copyright Act. Students wishing to record lecture or other course
material in any way are required to ask the instructor’s explicit permission, and may not do so unless permission
is granted. This includes tape recording, filming, photographing PowerPoint slides, Quercus materials, etc. Such
permission is only for that individual student’s own study purposes and does not include permission to “publish”
them in any way. It is absolutely forbidden for a student to publish an instructor’s notes to a website or sell them
in any form without formal permission.

Source: Academic Handbook - Section 4.5 Taping/Recording/Photographing Lectures etc.

Page 6 of 7
Weekly Schedule
Date Topics and Assignments Reading

12 January Introduction and Overview Syllabus

19 January Considering Diversity and Framing Perry Chapters 1 and 2

Difference

26 January The Creation of Difference Perry Chapters 3 and 4

2 February Intersectionality and the Criminal Perry Chapter 11

Justice System
Potter (2013) Intersectional Criminology
Annotated Bibliography Due

9 February Colonialism and Criminal Justice: Past Perry Chapter 5

and Present
Staples (1975) White Racism, Black Crime,
and American Justice: An Application of the
Colonial Model to Explain Crime and Race
16 February Immigration, Religion and Criminal Perry Chapters 6 and 10
Justice

Op Ed Assignment Due

23 February Reading Week None

2 March Inequality and Policing Owusu-Bempah (2017) Race and Policing in

Historical Context

Weitzer (2014) Police Race Relations

Brunson and Gau (2014) Race, Place, and

Policing in the Inner-City

9 March Inequality in the Courts Mauer (2004) Race class and the
development of criminal justice policy

Wortley and Owusu-Bempah (2009) Unequal

Before the Law

Mirza, F. R. (2001). Mandatory minimum

prison sentencing and systemic racism.
Osgoode Hall LJ, 39, 491.
16 March Inequality in Corrections and Re-entry Wakefield & Uggen (2010) Incarceration and
stratification.pdf

Wildman and Muller (2012) Mass

Imprisonment and Inequality in Health and
Family Life

23 March Looking to the Future Perry Chapters 18 and 19

Essay Due

30 March Course review and test prep None

6 April Term Test None

Page 7 of 7