CJA/344 Ethnicity and Corrections
Study of racial dynamics in correctional systems and reform measures
Mia Wood
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Running head: ETHNICITY AND CORRECTIONS 1
Ethnicity and Corrections
Team D
CJA/344
July 13, 2014
Jacquelyn Bradway
In the Stanford Prison Experiment, participants were assigned roles as either guards or prisoners
in a simulated prison environment. Over the course of six days, the experiment quickly revealed
the extreme psychological effects of these roles on the participants. Reflecting on the
experiment's impact on human behavior, discuss the ethical implications of Zimbardo’s study.
How do factors such as power dynamics, group behavior, and ethnicity contribute to the
treatment of individuals within hierarchical systems? Support your argument with examples from
the experiment, and relate your analysis to real-world examples of prison systems or societal
structures.
Word count requirement: 1000-1200 words.
Ethnicity and Corrections
Team D
CJA/344
July 13, 2014
Jacquelyn Bradway
In the Stanford Prison Experiment, participants were assigned roles as either guards or prisoners
in a simulated prison environment. Over the course of six days, the experiment quickly revealed
the extreme psychological effects of these roles on the participants. Reflecting on the
experiment's impact on human behavior, discuss the ethical implications of Zimbardo’s study.
How do factors such as power dynamics, group behavior, and ethnicity contribute to the
treatment of individuals within hierarchical systems? Support your argument with examples from
the experiment, and relate your analysis to real-world examples of prison systems or societal
structures.
Word count requirement: 1000-1200 words.
ETHNICITY AND CORRECTIONS 2
Stanford Experiment
http://prezi.com/cwbhkhbkdguv/?utm_campaign=share&utm_medium=copy&rc=ex0shar
Slide 2 - Introduction
In 1971 Phillip Zimbardo conducted an experiment called the Stanford Prison
experiment. This started out as a two week experiment that had to be stopped after six days. The
correctional officers became cruel and unkind towards the inmates, as a result the inmates
became stressed were becoming depressed (Zimbardo, 2013). This study was one where an
illusion of being imprisoned was created, and the illusion for many became reality.
Slide 3 – The Stanford Prison Experiment
On August 14, 1971, officers went to the student’s homes and arrested them for violating
Penal Codes 211, Armed Robbery, and Burglary, a 459 PC. They were arrested, charged, warned
of their Miranda rights, spread-eagled against police cars, searched, and handcuffed (Zimbardo,
2013). Then they were put in the backseat of the police cars and brought to the police station,
with the sirens wailing. When they arrived to the police station the students were formally
booked, warned of their Miranda rights for a second time, finger printed, and then a complete
identification had been made. The students were then brought to a holding cell where they were
left blindfolded to think about their fate and wonder what they had done (Zimbardo, 2013).
There were More than 70 applicants who answered the ad. These students were interviewed and
given personality tests to eliminate any candidate who either had psychological problems,
medical disabilities, or a history of crime or drug abuse; this left only 24 students to participate in
the study. The students were randomly divided into two separate groups; one group to become
the correctional officers and the other group to become the inmates. All of the male students
Stanford Experiment
http://prezi.com/cwbhkhbkdguv/?utm_campaign=share&utm_medium=copy&rc=ex0shar
Slide 2 - Introduction
In 1971 Phillip Zimbardo conducted an experiment called the Stanford Prison
experiment. This started out as a two week experiment that had to be stopped after six days. The
correctional officers became cruel and unkind towards the inmates, as a result the inmates
became stressed were becoming depressed (Zimbardo, 2013). This study was one where an
illusion of being imprisoned was created, and the illusion for many became reality.
Slide 3 – The Stanford Prison Experiment
On August 14, 1971, officers went to the student’s homes and arrested them for violating
Penal Codes 211, Armed Robbery, and Burglary, a 459 PC. They were arrested, charged, warned
of their Miranda rights, spread-eagled against police cars, searched, and handcuffed (Zimbardo,
2013). Then they were put in the backseat of the police cars and brought to the police station,
with the sirens wailing. When they arrived to the police station the students were formally
booked, warned of their Miranda rights for a second time, finger printed, and then a complete
identification had been made. The students were then brought to a holding cell where they were
left blindfolded to think about their fate and wonder what they had done (Zimbardo, 2013).
There were More than 70 applicants who answered the ad. These students were interviewed and
given personality tests to eliminate any candidate who either had psychological problems,
medical disabilities, or a history of crime or drug abuse; this left only 24 students to participate in
the study. The students were randomly divided into two separate groups; one group to become
the correctional officers and the other group to become the inmates. All of the male students
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Document Details
University
University of Phoenix
Subject
Criminal Justice