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thesis entitled

SAUDI ARABIAN STUDENTS' ATTITUDES TOWARD POLICE: AN
EXPLORATORY CASE STUDY WITH SOME COMPARISON OF
AMERICAN STUDENTS' ATTITUDES TOWARD POLICE

presented by
Mohammad Owayed R. Rajehi

has been accepted towards fulfillment
of the requirements for

M-S- degree in Criminal JUStTCG

 

 

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1977 l

SAUDI ARABIAN STUDENTS' ATTITUDES TOWARD POLICE:
AN EXPLORATORY CASE STUDY WITH SOME
COMPARISONS OF AMERICAN STUDENTS'

ATTITUDES TOWARD POLICE

By

Mohammad Owayed R. Rajehi

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
School of Criminal Justice

1977

ABSTRACT
SAUDI ARABIAN STUDENTS' ATTITUDES TOWARD POLICE:
AN EXPLORATORY CASE STUDY WITH SOME

COMPARISONS OF AMERICAN STUDENTS'
ATTITUDES TOWARD POLICE

By
Mohammad Owayed R. Rajehi

The problem this study is concerned with is whether a society
of homogeneous social settings, like Saudi Arabia, faces the same
police-public relations problem that faces a heterogeneous one, like
the United States.

In order to answer this question, the writer chose general
questionnaire terms which had been administered on American students
concerning their attitudes toward police. With some changes and modi-
fications to suit the purpose of the study, these terms were translated
into the Arabic language questionnaire format. Three-hundred and
forty-four students were selected randomly from the total population
of 1.353 of senior high school students in nine high schools in Riyadh
City, the capital of Saudi Arabia. The responses of this study sample
were compared to those responses reported by earlier research findings
conducted in the United States. Four hypotheses were originally intro-

duced by the writer (see Chapter I). This field research study is

Mohammad Owayed R. Rajehi

designed to be descriptive and exploratory in nature, and the instru-
ment used is a three-fold questionnaire format (see Index). The
statistical techniques used are descriptive as well as inferencial
statistics.

The findings of this study are:

1. Students in Saudi Arabia tend to have more favorable attitudes

toward the police than in the United States.

2. More students in Saudi Arabia favor entering police work as

a career than in the U.S.A.

3. Race is the most significant factor contributing to negative
attitudes toward police in the United States (Prof. Bouma,

T969).

4. Students with more self-reported delinquency tend to have
negative attitudes toward police compared to less self-

reporting on nonself-reporting delinquency in both countries.

5. A significant relationship was found to exist between the
student's attitudes toward police and the estimated reaction
of significant others' attitudes toward police in both

countries.

Mohammad Owayed R. Rajehi

Socio-economic status has no significant bearing on Saudi
Arabian students' attitudes toward police. While Johnson
(1969) and Dr. Fortune (1971) reported that a relationship

was found to exist in the United States.

Grade point average had no bearing on students' attitudes

toward police in Saudi Arabia.

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ACKNOWLEDGEMENTS

The writer wishes to extend many thanks to the many individuals
who, without their help, completing this study in its present format
would be completely impossible.

Many thanks of gratitude goes to Dr. dohn Hudzik, the com-
mittee chairman for his valuable advice and his academic guidance.
He contributed a lot of his time and patience to help, direct and
assist in many phases and situations before, during and in the final
process of the study. Also, my thanks to Professor Ralph Turner,
Professor Robert Scott, members of the Study Committee for their
helpful comments, valuable corrections, and who put their long-time
professional experiences before me as guidelines.

To Dr. Kenneth Christian whose encouragement was the first
incentive for me to choose field research project over other pos-
sible means.

To Dr. Frank Horvath for his assistance and direction on
the right track of research methodology.

To Professor Louis Radelet for his valuable material which

is the mean authority source for the subject matter of this study.

iii

Along this line go my thanks to those authors whose material I used
for my comparative analysis, especially Dr. Bruce Benson, Knowlton
Johnson, John Snyder, Dr. Portune, Professor D. Bouma and Dr. Peter
Manning and the many others whose names I did not mention here re-
garding this matter.

Also, I would like to thank the Saudi Arabian educational
authorities on all levels, especially those principles of the nine
Riyadh City high schools for their help and assistance in supervis-
ing the operational process of administering the questionnaire in
their schools. Also, I would like to extend my thanks to my
cousins, Tamy Al-Bogumi and Ayied Al-Bogumi for their unlimited
help. Special thanks and special mention should go to my wife,
Sameera, whose patience and understanding made a lot of difference

in finishing this project.

iv

TABLE OF CONTENTS

Page
LIST OF TABLES ........................ viii
Chapter

I. THE PROBLEM AND ITS IMPORTANCE ............ 1
Introduction to Saudi Arabia ............ l
The Form of Government ............. 3
Population and Income .............. 7
Public Service ................. 7
Islamic Law and the Government ......... 9
The Society Structure and Its Culture ...... 11

How the Criminal Justice System Operates
Under Islamic Law in Saudi Arabia ....... 19
How the Police System Operates in Saudi Arabia . 20
Statement of the Problem .............. 24
The Problem ............. , ....... 28
Definition of Terms ................. 30
Police Community Relations ............. 32
Hypotheses ..................... 33
Overview of the Thesis ............... 35
II. A REVIEW OF THE LITERATURE .............. 37
Public Attitude Toward Police in General ...... 44
Youth Attitudes Toward Police ............ 48
Police Attitudes Toward the Public ......... 54
Police Response to Social Change .......... 56
Attitudes toward Police in Saudi Arabia ....... 57
Summary ....................... 65

TABLE OF CONTENTS (cont‘d.)

III.

IV.

METHODOLOGY AND PROCEDURE. . . . . ..........

Sample .......................
Justification for Selecting Sample .......
Location of Selected City ............
Selection of Sample ..... . ..........
Administering the Questionnaire .........
Controls ....................
Design and Instrument ................
Procedure ......................
Operationalization ...............

DATA ANALYSIS AND FINDINGS ..............

Statistical Techniques ...............
Descriptive Techniques .............
Inferential Statistics .............
Data Analysis. . . .................

Scoring Questions Measuring Students'

Attitudes Toward Police ............
Attitudes Toward Police and Family Income. . . .
Attitudes Toward Police and Family Situation . .
Attitudes Toward Police and Grade Point .....

Attitudes Toward Police and Perception of

Friends‘ Attitudes Toward Police .......

Frequencies of Responses to Selected

Questions ...................

Scoring of Questions Measuring Students'

Self-Reported Delinquency ...........

Self-Reported Delinquency and Attitude

Toward Police .................

Self-Reported Delinquency Versus Father' 5

Occupation ..................

Self—Reported Delinquency and Family

Situation ...................
Self-Reported Delinquency and Family Income. . .

Self-Reported Delinquency and Grade Point.

Students' Career Plans Regarding Police Work . .

vi

Page

68

68
69
70
72
73
73
75
78
80

81
81
81
82
83
83
88
92
95
95
96
97
98
99
102
104

106
106

TABLE OF CONTENTS (cont'd.)

Page

Influence of Perception of Friends' and

Relatives' Opinions of Career Plans

Regarding Police Work .............. 108

Career Plans Regarding Police Work and
Father's Occupation ............... 113

Career Plans Regarding Police Work and
FamiTy Income .................. 115

Findings on the Police-Public Relations
Program ..................... 116
Comparative Analysis ................. 121
Findings ..................... 122
Restatement of Hypotheses ............... 130
V. SUMMARY AND CONCLUSION ................. 133
Summary ........................ 133
The Problem .................... 133
Hypotheses and Methodology . . . , ......... 136
Conclusion .. ..................... 139
Research Findings ................. 139
Discussion .............. ' ........ 143
Implications of the Study ............... 147
Limitations ........... 7 ......... 147
Generalization .................. 149
APPENDIX ........................ 151
QUESTIONNAIRE IN ENGLISH ............... 151
LETTER AND QUESTIONNAIRE IN ARABIC ........ . . 163
OTHER FINDINGS .................... 170
BIBLIOGRAPHY ...................... 172

vii

Table

10.

ll.

12.

13.

14.

LIST OF TABLES

Page

Attitudes Toward Police vs. Father's Occupation ..... 85
Comparison of ATP vs. Father's Occupation ........ 86
Comparison of ATPP vs. Father's Occupation ........ 87
Comparison of ATP vs. Father's Occupation When Combining

Occupational Groups .................. 87
Comparison of ATPP vs. Father's Occupation When

Combining Occupational Groups ............. 88
Mean Scores for ATP and ATPP by Family Income ...... 89
ATP vs. Four Income Groups ................ 9O
ATPP vs. Four Income Groups ....... . ....... 90
ATP Scores vs. Two Income Groups ............. 91
ATPP Scores vs. Two Income Groups ............ 92
Comparison of ATP Scores for Students Having Both

Parents Living ..................... 92
Comparison of ATPP Scores for Students Having Both

Parents Living ..................... 93
Comparison of ATP Scores for Students Living With

Both Parents ...................... 94
Comparison of ATPP Scores for Students Living With

Both Parents. . ................. . . . 94

LIST OF TABLES (cont'd.)

Table Page
15. Groupings of Self-Reported Delinquency Questions ..... 98‘
16. RS With ATP ....................... 99
17. RS With ATPP ....................... 99

18. Mean Scores for Self-Reported Delinquency by Father's
Occupation ....................... 100 “

19. Student's Self-Reported Delinquency Scores vs.
Father's Occupation .................. 101

20. Student's Self-Reported Delinquency Scores vs.
Father's Occupation, Comparing Q1 to 03 ........ 101

21. Student's Self-Reported Delinquency Scores vs. Father's
Occupation When Combining Occupational Groups ..... 102

22. Comparison of SRD Scores for Students Whose Parents
Are Both Living vs. All Other Students ......... 103

23. Comparison of SRD Scores for Students Who Live With
Both Parents vs. All Other Students .......... 103

24. Mean Scores for Self-Reported Delinquency for
Various Family Income Groups .............. 104

25. Self-Reported Delinquency Scores vs. Four Income
Groups ......................... 105

26. Self-Reported Delinquency Scores vs. Two Income
Groups ......................... 105

27. Best Friend's Career Plans Concerning Police Work . . . . 109~

28. Other Friend's Career Plans Concerning Police Work. . . . 110~

ix

LIST OF TABLES (cont'd.)

Table

29.

30.

31.

32.

33.

34.

35.

36.

Page
Close Relative's Reaction to Career Plans Concerning ,
Police Work as Perceived by the Student ........ 111
Parents' Reaction to Career Plans Concerning Police
Work as Perceived by the Student ............ 112*

Favorite Teacher's Reaction to Career Plans Concerning
Police Work as Perceived by the Student . . . . . . . . 113

Relationship of Father's Occupation When In Two
Combined Groups vs. Career Plans Concerning Police
Work .......................... 114

Relationship of Father's Occupation When Occupations
Are Combined in Five Groups vs. Career Plans Concerning
Police Work ...................... 115
Career Plans vs. Family Income Regarding Police Work. . . 116

Responses by Father's Occupation to Questions 34, 35
and 36 in Part III of Questionnaire .......... 118

Responses by Family Income to Questions 34, 35, and
36 in Part III of Questionnaire ............ 120

CHAPTER I

THE PROBLEM AND ITS IMPORTANCE

Introduction to Saudi Arabia

Because this research was done in Saudi Arabia and it is the
context in which questions of police-public relations were explored,
a brief introduction to the country and its people seems appropriate.
This will include a look at Saudi Arabia's geographic location,its
society, its governmental structure, the relationship of the people
to the government, the role of Islamic Law, and, finally, how the
Saudi criminal justice system operates within this context.

Geographically, Saudi Arabia is bounded to the north by Jordan,
Iraq, and Kuwait; to the east-by Qatar, the United Arab Emirates, and
the Sultanate of Oman; to the west by the Red Sea; and to the south
by Yemen and Oman (see map on the next page). There are no permanent
rivers and the climate is permanently hot and dry, particularly in
the central area. Average rainfall is 76.2 millimeters (about 3.5
inches) per year in most areas, but occasional heavy rainstorms may
occur during the winter months. The mountain areas tend to be tem-

perate, the coastal areas are more humid, while inland areas such as

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the capital city, Riyadh, experience very hot summers and moderately
cold winters.1

The country is divided into several administrative provinces
which actually function as local government with wide range of dele-
gated authority and administrative flexibility of decision making.
These provinces include the central province known as Najad, with
Riyadh as its capital. Riyadh is also the national capital. The
western province is historically known as Hijaz, its major cities
being the holy cities of Mecca and Medina. Taif is the summer resort
city, where the government resides during the three summer months.
Jiddah, Saudi Arabia's commercial capital and home of Arabia's and
foreign embassies, is a port city on the Red Sea. The eastern prov-
ince, al-Ahsa is the site of Arabia's oil reserves and has Dammann
as its capital city. The southern province is historically known as
Asir, its capital being Abha. And finally, the northern province

has Tabouk as its capital.2

The Form of Government

Saudi Arabia is ruled, at present, by one of the founder's

sons, King Khaled Bin Abdulaziz. The King heads the government as

 

‘Saudi Arabia, Ministry of Information Publication, 1977,
pp. 4-20.

2Ibid.

prime minister. The Council of Ministers has full executive powers,
direct administrative responsibility and financialcontrol. Each
ministry has a full complement of supporting staff and services to
insure the smooth fulfillment of the overall national development
plan. Saudi Arabia is a founder member of the Congress of Islamic
World, the Arab League, the United Nations, the International Monetary
Fund, and a wide range of other international organizations. The
Saudi Arabian governmental structure is centralized yet flexible and
elastic. An example of this was the element of decentralization which
was introduced in 1963 when the country was divided into four
provinces: western, central, southern and eastern province, and
lately, northern province. Each has an appointed governor (AMIR)

who is charged with local administration maintenance of peace and
order and interpretation of Islamic laws. Those governors were

given a directed delegation of authority to deal with all matters
regarding their provinces.

For example, every police department director was given a
delegated authority which belongs to the general director of the
public security headquarter to deal with any existing or unexpected
situation. In turn, the general director of the public security was
given some delegated authority from the Minister of Interior. In
other words, delegation of authority within provincial or admin-

istration was given from the top levels to the bottom to facilitate

and expedite the administrative and operational everyday process. In
such case, the police department director does not have to go to the
National Public Security headquarters every time he is faced with an
issue or situation which requires and asks for prompt decision.

Although there are no elections and no political party, Saudi
Arabia has its own form of Islamic democracy; all men are regarded
as equal and differences are minimized between the rich and the poor,
the governors and the governed, ministers; public officials keep
their doors Open so that anyone with any business can call in, with-
out prior appointment, and be offered refreshment in accordance with
Arab customs. A morning visitor may find himself waiting with a
large number of other callers.3

The King, who is the highest ranking official in the country,
follows this pattern by devoting one hour of his working time every
day except Thursday which is devoted completely to people to come in
and talk to his Majesty about any problem or issues they might have
been facing. This period of time is "spent giving audience open to
all his pe0ple, hearing grievances, righting wrongs, dispensing

reward and punishment."4 It was on such an occasion that King Faisal

 

3Robin Dunipace and Others, The Kingdom of Saudi Arabia
(128 Kensington Church St., London, W8: Stacey International; printed
in Japan, Tokyo: Dai Nippon Printing Co., Ltd., 1977), p. 124.

4

 

Ibid., p. 84.

was assassinated. The Minister of Interior and most ministers who may

have necessary public contact do the same thing every working day.

"Public official doors are open to the public, and they are referred

to by their given names, including the King.“5
More than any other country in the modern world, Saudi
Arabia is identified by its monarch. The King repre-
sents his people in a unique way; he is their champion
and they trust him; he speaks to them directly on all

major matters which affect the welfare, honor and
interest of the nation.6

Although the notion associated with a King gives the impression
of absolutism, it should be noted that Islam has never attached any
divinity to kings. Allah alone is God and under him all men are equal.
The King's role is to lead his nation and keep in constant touch with
the people. His role in itself as Mr. Nyrop said, is not absolute;
his power is limited by the dictates of "Shariah" Islamic Law.

Specific groups in the society must make up part of the consensus
that offers allegiance to the King: the royal family, the principal
tribal leaders, the Council of Ministers, the Consulative Council,

the Ulana (religious heads), and the armed forces.7

 

5Ibid., pp. 120-122.
61bid., p. 124.
7

Richard K. Nyrop and others, Area Handbook for Saudi Arabia,
p. 157.

Population and Income

 

The total p0pulation of Saudi Arabia is estimated to be seven
million peoole. (There is no official census to provide more precise
estimates.) The total area is estimated at about 930,000 square miles.
The settlements of Saudi Arabia roughly run in three belts from south-
east to northwest. The port city of Jiddah has a population of over
700,000, and the capital city, Riyadh, has a p0pulation of 1,000,000.

Saudi Arabia's main source of income is oil. The Gross
National Product derives 3% from the public sector, 15% from the
private sector, with the remainder coming from oil. The Gross
National Product is espected to reach 318 billion riyals (the dollar =
3.50 riyals) by the end of the year 1982. This projected growth of
income from oil represents more than double the present 148.7 bil-

. . 8
l1on r1yals per year.

Public Service

The Saudi Arabian government provides an extensive array of
services for its citizenry. Education is government financed at all
levels, including studies abroad: in Europe, Arab countries, and in

the United States. There are about 7,000 students from Saudi Arabia

 

85audi Arabia, Ministry of Information, 1977, pp. 1-3.

 

in the United States alone. All medical care, including hospitali-
zation is free to recipients and is financed by the government.

Postal services are provided by the government also, with only nominal
postage fees paid by the sender of mail. Nationwide welfare system
for the handicapped, the elderly, the widows or poor women with no
source of support is also provided by the government.

Such comprehensive services foster an appreciative attitude
of Saudi citizens toward their government. Further, there is no
taxation of individual income. An Islamic requirement exists,
however, which obliges the affluent to make a charitable contribution,
or alms, called the "Zikah." This can be done personally within the
community if one knows of persons in need to whom one chooses to
give alms. Otherwise the "Zikah" can be donated through an alms
officer at any mosque or at the religious sector of many government
offices. There is no government checking up on individuals, because
it is a religious requirement and anyone who fails to pay is commit-
ting a "sin" of neglecting one of the five Islamic basic requirements.

Thus, the government is a paternalistic provider, insuring
for each individual a security and facilitating the procurement of
the necessities of life as well as providing educational opportunities.
In turn, the individual shares, with the government, the responsi-
bility to reach their mutual goa1--the national development plan.

This official plan for development includes the following objectives:

to modernize urban develOpment; to raise national literacy (which is
estimated in 1970 at 15%)9 and elevate individual educational levels;
to modernize and reorganize administrative procedures in government
and business; and, most importantly through all these changes, to
maintain the peace, tranquility, safety and security of the individual
citizen.

These objectives require a collective effort on the part of
the individual, the community, and organizations. The police, as
one of the government organizations, has the obligation to contri-
bute to the maintenance of individual safety and security. The
continuing ability of the police to meet this obligation is enhanced
by efforts to modernize their system (as the reader will see later)

and to maintain good police-public relations.

Islamic Law and the Government

Islamic law is the foundation upon which Saudi Arabia's
system of government is built. Its very existence as a legal form
of government is centered on Islamic law. According to the command-

ments of the Holy Koran, there are clear specifications for all

 

9Richard K. Nyr0p and others, Area Handbook for Saudi Arabia,
A.U.W.D. (Washington, D.C.: Government Printing Office, W.D.E., Ed.
1977), p. viii.

10

Muslims to obey God, listen to what the prophet said, and obey those
with power and authority. The individual obligation to obey rests
on the ability of the ruler to obey God and rule according to his
orders and commandments as prescribed in the Holy Koran. In other
words, the sole reason for the existence of a body of government,
in the Islamic perspective, is for the enforcement of Islamic laws,
preservation of legal sanctions, and insure the observation of the
sacred obligations of interpersonal interaction. If government
exceeds or violates these limits, in the sense of allowing what God
has prohibited or if prohibiting what God has allowed, the people
have every right to disobey or disregard any such orders. On this
subject, Prophet Mohammed said in accordance with the Holy Koran
commandments, "There shall be no obedience for the created person
[the ruler] which leads to disobedience to the Greater [God]."
"Islam," in the Arabic language means "submission," and in religion
it denotes "submfltting oneself to God." All that one does should

be directed to God, asking his guidance and mercy. Even people are
entitled to such a right to disobey,the government never encountered
a major incident leading to this situation. The government itself
realizes that Islamic law is the supreme law of the land, therefore,
it enforces its commandments very strictly. As Mr. Nyrop said,

"The establishment of a strong government supporting the Islamic

concept of justice, combined with development of a dual system of

11

harsh repression of crime and swift and impartial justice, reportedly

has successfully suppressed the growth of a criminal element."10

The Society Structure and Its Culture

Saudi Arabian society is characterized by close relationships
between families and kinship. Families depend on each other a great
deal. These kinship ties are maintained even in urban life. Dr.
Ibrahim Al-Awaji, Deputy Minister of the Interior, said in his thesis
that "the identity of the individual is identical with that of his
group. Individual initiative is only encouraged when it serves and
enhances the interests of the group."H Allegiance to Islam, loyalty
to the family, and loyalty to the community are the bonds which hold
the Saudi people very close together. Adding to this fact, the
common faith which comprises 100% of the population, the common
language, and the non-distinguished class characteristic. Pe0p1e are
looked upon as equal and no one man is above others. The only dif-
ference that exists between one person and another is what each

establishes between himself and his God through his true faith and

 

10Richard F. Nyr0p and others, Area Handbook for Saudi Arabia,
American University, 3rd ed. (Washington, D.C.: Foreign Affairs
Studies, Government Printing Office, 1977), p. 344.

nIbrahim M. Al-Awaji, "Bureaucracy and Society in Saudi
Arabia“ (Ph.D. dissertation, University of Virginia, 1971),.pp.134-149.

12

good belief. Social economic classes are there, of course, but the
Islamic doctrine of equality does not differentiate between this
in treatment. Those bonds in turn give the individual a sense of
importance derived from his social group and a feeling of belonging.
Joseph Schacht describes the Saudi Arabs as follows:

The (Saudi) Arabs were, and are, bound by tradition

and precedent; they were, and are, dominated by the

past. . . . Whatever was customary was right and

pr0per. Whatever their forefathers had done
deserved to be imitated.1

What Mr. Schacht failed to realize was the fact that the Saudi's
forefathers had never ridden an airplane, never gone abroad to study
modern technology, and never had a rational develOping plan to
absorb the increasing economic growth of their country. But, their
late sons did, still do, and will continue to do.. Regarding this
point, Nyrop said,

As long as the Saudi economy continues to expand
rapidly, a talented, industrious and loyal secularly
educated commoner can be certain of profitable
employment and advancement. The best indication of

the devotion and loyalty of this emerging modern
middle-class was that as of the mid-70's almost all
Saudis educated abroad returned home to work; this

was in sharp contrast to almost all other developing
nations which have experienced extensive brain drains.13

 

12Nyrop and others, Area Handbook for Saudi Arabia,.p. 5.

13Ibid., p. 5.

13

From this, it is clear that Saudi people are striving for better
education, better scales and better growth for their country at the
same time, and it shows that positions are held on qualification
basis; that is, achieved, not ascribed. It is true that Saudis are
faithful to their families and their group, but it holds true too,
that they place much weight on loyalty to their country which is
actually composed of the larger group.
In an article written in 1974, Harold W. Glidden observes

that,

In group solidarity, stemming originally from Arab

values, is probably the most salient characteristic

of the mechanics of the Arab society. It demands a

high degree of conformity and therefore imparts a

strong authoritarian tone to Arab culture and society.14
This high conformity is really the key safeguard to stability and
security against deviant behavior. Pe0ple may conform in fear of
punishment, but they certainly will conform if the deviant is
pointed out in front of his family and group who had been clean
and conforming. The consequences of this is not a feeling of guilt

for the act itself, but actually the feeling of the aching shame.

And for more in this regard, Mr. Glidden adds,

 

14Ibid., p. 5.

14

Whereas societies based at least in part on the

so-called protestant ethic are often characterized

as "guilt-ridden" or "guilt- oriented, " the

traditional Arab society is often described as

"shame- oriented. "
"Shame," according to Glidden, "that is 'intensely feared' comes not
from the commission of an act condemned by the value system, but
from the discovery by outsiders of that act. Hence, there is an
intense concern with and catering to outward appearance and public
opinion that many observers have noted as being the characteristic
of the Arab society."15

The modern society has been presented as secular and rational.

Their cultures have been represented as embodying attitude patterns
which treat individuals in universalistic fashion, according to their
formal and relevant roles rather than according to personal relation-
‘ships and attributes. The bureaucrat looks with equal favor upon
all_applicants for services; he does not favor his brother or his
cousin. Traditional societies, on the other hand, have been viewed

in terms of ascription of particular statuses and diffuse and

particularistic relationships. That is, individuals attain position

 

15Ibid., p. 5.

15

according to criteria other than their merit (such as status of
parents) and personal relationship and informal communication.16
One cannot question the fact that,'“the most modern cultures
are permeated by ascribed, particularistic and informal relation-
ships and attitudes.“17 Secularization is a matter of degree of
how each system differentiates and specializes its own political
roles and culture.
Saudi Arabia as a social system is characterized by what
the famous Max Weber called a "patrimonial system." There is an
administrative staff, specialized roles and offices of one kind or
another which are controlled by rules. In certain issues, such as
administration, regulation of departmental policies and procedures,
planning and organizing, control and decision making is left to the
particular head of that organization or department. Delegation of
authority is widely encouraged and practiced by Saudi Arabian
government. Selection to hold an office is based on personal merit

and ability to do the job. It is true that in certain cases per-

sonal favor treatment is recognized and practiced. An example of

 

16Gabriel A. Almond and G. Bingham Powel, Jr., Comparative
Politics, A Developmental Approach (New York: Little, Brown & Co.,
1966), p. 32.

171oid., p. 33.

 

16

this is found when two applicants apply for a job and both have the
same qualifications, but one of them is known_to the director
personally as a good and outstanding indiVidual. In this case,
the known person would be chosen over the unknown. This procedure
is followed, in my opinion, everywhere. Almond and Powel said,
"In modern systems, particularistic and ascriptive criteria enter
into the system process." Thus, they said, "Family relationships,
social status and class, school ties and friendship enter into
political recruitment in all modern political systems."18 When
they use the term "political recruitment" it refers to the function
of which the roles of political systems or jobs are filled.

National identity is another important factor characterizing
Saudi Arabian culture. This national identity is well recognized
through one language, one religion, one class and one race. This
factor, of course, singles out Saudi Arabia as a homogeneous society.
Where, on the other end of the line if one takes India or the United
States, one country encompasses a lot of differences such as
language, religion, race, or class which characterizes these countries
as heterogeneous.

The stability of Saudi Arabian political as well as social

system is due mostly to the fact that the "socialization" process

 

18Ibid., pp. 47 and 48.

17

that is class, family and group ties, and school's uniformity, are
attained and maintained through homogeneous and consistent ways, where
elements influencing the individual do not seriously conflict either
with each other or with his adult activities and expectation. In
spite of urbanization, new mass communication, widespread education,
both vocational and academic, and rapid growth of economy and the
rise of socioeconomic change, Saudi Arabia is still one of the most,
if not the only stable and fast-growing country; but has yet to face
violence, disruption or to experience the problem of major crimes or
deviant behavior and at the same time keep its homogeneity. As
Nyrop said,
. . With development of a dual system of harsh

repression of crime and swift and impartial justice,

reportedly has successfully suppressed the growth of

a criminal element. . . . Incidence of crime is not

a major problem facing Saudi cities though figures

are not publicly known. In 1976, they were reportedly

very low.19
Regarding its homogeneity, Nyr0p said,

The Saudis are relatively homogeneous ethnically and

are primarily from indigenous Arab tribes. Within

the tripartite division of Arab culture, Saudi Arabia

shows a "high degree" of cultural uniformity . . . the

country cultural homogeneity indicates a similar homo-

geneity of values. Founded on the triple foundation of

Islam, family and tradition, the Saudi value system has
shown relatively little erosion.20

 

19Nerp and others, Area Handbook for Saudi Arabia, p. 344.

20Ibid., p. 54.

18

Therefore, modern administrative practices have to accommodate
traditional values, rather than vice versa. The family loyalty
and particulation, a sign of homogeneity of socialization, pervade
all walks of life. Traditionally, a young boy subordinates his per-
sonal interest to those of his family and considered himself a member
of a group whose importance outweighed his own, as does his father.
Defining man's relationship and obligation to his fellowman
are five more principles. These, Islam characterizes as the rights
of the individual which should be protected and insured. The first
such right, "the self," concerns the right of a man to exist and to
be free to enjoy his life. “The property'is the right.which insures
the right to preserve personal pr0perty ownership. Third is "the
honor," stating the individual's right to defend against false
allegations and accusations. And fourth, "the mind" asserts that a
man has as much right to the use of his mind for judgment, reasoning
and making rational decision as to life itself. A life without a
reasoning mind is not a life at all. "The religion," the fifth
right claims that a man has the right to practice his chosen faith,
creed, and belief, providing this choice does not lead to practices
violating Islamic law. Thus, Islam is inclusive. Interference with
a man's prerogrative to practice his preferred religion is a crime.
The Islamic position is that religious humanism, whether Islamic or

Christian, cannot be human without God, God being the beginning and

19

the end of all religions. After looking at how the government
functions under the Islamic law and how that law affects the society,

it is appropriate to look at how the criminal justice system functions

under Islamic law.

How the Criminal Justice System Operates
Under Islamic Law in Saudi Arabia

Saudi Arabia has no written criminal or civil law. The pri-
mary code of law which the country adheres to and applies is the
Islamic law. All major crimes are prescribed by the Holy Koran.

The penalties for homocide, rape, robbery, assault or burglary are
specified in the Koran. Once the accused individual has been proven
guilty beyond reasonable doubt, then he receives the fixed penalty
which is specified, for that crime, in the Holy Koran. The judge
cannot adjust the penalty.

There are some aspects of social and civil life which require
some governmental regulation and police action. Traffic regulations,
customs, naturalization, and civil service regulations are examples
of such. But, even these regulations are formed to conform to the
same basic principles of Islamic Law and follow the guidelines set
down in the Koran, which call for justice, equality, fairness, and
good faith. Therefore, the Saudi Arabian government makes it clear

that in each instance when such regulations conflict with or disregard

20

Islamic Law, they are not enforceable and should be disregarded by
the peOple. For example, any employee can leave his office at the
time of prayer and join his colleagues in performing the prayer,
and if his superior told him to stay and work at the time, he can

refuse the order and no one can punish him for that disobedience.

How the Police System Operates
in Saudi Arabia

 

Police operations in Saudi Arabia function within a legal
Islamic system and through a form of centralized organization. The
principal head of this system is the Minister of Interior. The
public Security Headquarters Division is directly accountable to
him. From the public security headquarters, located at the Ministry
of the Interior at the Saudi Arabian capital city of Riyadh, stem
all other public security departments; i.e., all individual city
police departments. This form of structure is practiced in England
and some other Arab countries, mainly semi-centralized police
system, whereas in the United States it is the opposite in which
the police are decentralized.

The Saudi Arabian police force operates under a formalized
system in which all commissioned personnel (police officers) enjoy
through a unified code (issued by a royal decree) equal treatment

in pay and promotion. This system functions as follows:

21

All military officers, starting from the second lieutenant

to the highest rank full general, the non-commissioned men
from the rank of first private to the rank of major sergeant,
all naval officers at the same levels, all air force officers,
all coast guard officers, all national guard officers, and
all police officers have the same basic role applications;

in salary, in time spent before promotion to the next rank
and in all other specifications--travel expenses, clothing
expenses, housing expenses. For example, all officers in

the rank of major in any part of the country, belonging to
any force will receive the same-monthly salary, will spend
four years before getting promoted to the next rank of
colonel.

Any officer ranked as mentioned above, can transfer from
one force to another without losing any seniority or
salary.

All specialized personnel: pilots, military officers,
technicians, etc., receive a monthly extra pay on a separate
code not included in the basic salary. When going on retire-
ment, they will receive a monthly pension comparable to that
of any other officer in the same rank. In other words, all
officers on retirement enjoy the same treatment in terms of
their pensions, the difference between them in the rank each
holds during active duty.21

The Riyadh police department can serve to further illustrate

the Saudi police system at the local level.

1.

The director of the police department, who is a commissioned
high-ranking police officer, has the final say in the orga-
nization's Operations. He chooses the division heads. He
knows them personally, and his contact with each one is
regular and continuous. He is subject to two authorities
himself, for operation purposes; the prince, governor of

 

21Uniformed officer's code for all armed forces: air force,

navy, coast guard, national guard, public security. Issued by the
Royal Decree No. M-9, dated 14 March 1977.

22

Riyadh is the final authority. For fiscal and adminis-
trative routine matters, the public security general is
the end authority. The Riyadh police director is a very
popular person and has occupied that position for more
than 15 years, which gives him a great deal of smoothly
running operation and helps him make quick and necessary
adjustments when needed.

2. His two assistants operate under his direction with
limited power in operation and personnel transfer
matters, but with more authority in routine day-to-day
matters.

3. The line of communication used is horizontal (between
various divisionsand precincts) as well as vertical to
accelerate the work process. But, the type of language
used in communication differs, of course, when it is
between two equal divisions from that used when coming
from directive commanding superiors. But, this is a
common and accepted practice. There is no public
relations division on the departmental level, but there
is on the national level located in the Public Security
Headquarters. The same is said to be true for the
juveniles, the police do not have many juvenile encounters,
and when they do, in most cases the offenses are not of
a serious nature. They deal with the juvenile in the
precinct where the offense occurs after calling his father
or relatives.

4. The traffic bureau is separate from the other eight pre-
cincts which makes each precinct deal with all offenses
in their areas except for the traffic offenses. In
traffic offenses, the traffic bureau is called upon to
investigate the incident. This method makes it easy
for precinct divisions to put their full-time effort
and attention toward crime prevention functions.

The police officer's familiarity with the system through its
uniformity enables him to do his job as precribed with few problems
or confusions about what to do if he is to be transferred to another

locality or when confronted with an issue. Everyone knows what is

23

expected of him and where to report and whom to contact. It is the
same system all over the country so any officer can transfer to any
city and work in any precinct and still know what job he is supposed
to be doing. The problems of this system are its routine mechanisms,
its lack of qualified personnel (because some of the higher ranking
officers with little training are still on the job), and finally its
lack of enough manpower. But, the last problem is now being changed
for the better. Modernization plans should improve its shortcomings.
Saudi Arabia, through the Ministry of Interior, is determined
to modernize its police force, and training programs are being ini-
tiated. For example, the police college will teach, train and
qualify police cadets to become active police officer graduates after
three years of intensive physical as well as mental training tech-
niques. Personnel institutes are conducting on-the-job training for
police officers and police personnel. Sending officers abroad for
field training or continuing higher education, modern equipment,
and new facilities are methods used to improve services. As Nyrop
said, "Police who were equipped with radio communication and modern
vehicles had maintained enough equipment to have SOphisticated
mobile police units in the principal cities. Helic0pters, radar,

and television were either being used or being bought for use."22

 

22Nyrop and others, Area Handbook for Saudi Arabia, 3rd ed.

 

24

Because Of Saudi Arabian traditions, peOple look to the
police department for protection against any kind of problem they
may encounter. The commonly accepted public view of the police is
that it is a government agency established to make citizens feel
secure in their lives and their properties: The Saudi people do
not concern themselves with the formal organization, as long as
the "anti-socials" and criminals are apprehended and brought before
justice and as long as they can sleep with their home doors Open,
travel with their families with no fear, and perform their every
day activities without interference or harassment. In fact, crime
is not a big problem facing Saudi citizens. Nyrop, in his book,
supported this fact by saying, "The incidence Of crime was not
publicly known in 1976 but it was reported to be very low."23 To

live up to this goal and fulfill public and government expectations,

the police function is preventative-oriented in nature.

Statement of the Problem

From the beginning of my criminal justice studies in the

United States (1964), I was astonished by the public disturbances

 

231m.

25

throughout the United States. And with this puzzlement, and aston—
ishment at the social situation,/began my interest and concern with
the problems of police-pOblic relations. (This interest has become
a continuing and growing one. I was particularly surprised that
the police were not able to maintain the desired peace. Their
inability to cope with these social disturbances, it would seem,
was largely due to a lack of understanding of human beings as well
as to the ineffective methods used to deal with them. To deal with
someone effectively and understandingly, you should know him fully,
socially and ethnically, as well as his family background; other-
wise lack of communication could be the result.

I am aware that crime, poverty, and ignorance does not know
creed, nationality, or race. Rather, these problems are of social
origin. "If you subject any portion of a pOpulation, regardless of
its national origin or color, to conditions of poverty, lack of
education, lack of culture, and lack of employment Opportunities,
that segment of society will, in relatively short order, begin to
produce a disprOportionately large number of delinquents and

criminals."24

 

24A. F. Brandstatter and Louis Radelet, The Police and

Community_Relations,pA Source Book (Beverly Hills, Calif.: Glencoe
Press, 1968), p. 28.

 

26

But, when the individual is given the chance of equal
‘ Opportunity, fair treatment, and what is justly due him, given the
security and stability he needs, only at this point can he live and
lead a normal and satisfying life. A deep and thorough understanding
of human attitudes and behavior is requisite to effective efforts,
by police, to strive for the goals of human security and peaceful
existence. But, the lack of such an understanding, along with other
factors, leads us to the core of the problem with which we are con-
cerned.

As we all know, police-public relations have been and still
are one of the most important problems facing both the community
and the police. The problem is as old as the system of policing
itself. In recent years, advanced countries (e.g., the United
States) have undertaken numerous studies dealing with this problem
and documenting its importance. In the developing countries, Saudi
Arabia, for example, significant strides have been made toward the
establishment and maintenance of close and improved understanding
between the police and the public. To reach this goal, the govern-
ment of Saudi Arabia, through the Ministry of the Interior, provides
all finances for all police personnel, equipment, material and
facilities to render comprehensive social services of this type to
the public. Among others, these services include: highway patrol,

emergency vehicle availability, commercial and industrial guards

27

(as at banks), and a switchboard information service to respond to
all public inquiries concerning regulations or other affairs. The
government being the mainfsource of income for all police manpower,
material, and facilitfbs, can promote high morale among police
personnel and departments equally by providing the needed resources
and requirements and by meeting the demand they require. At the
same time, this alleviates any possiblity of corruption either by
police personnel or by public interference with police work or
police pOlicyx"Centralizing and formalizing the police personnel
functidh and salary helps to establish uniform methods of desci-

, pline which apply to all police personnel who violate police ethics,
honesty, and honor, or who abuse their police authority.

- Also, within the general directorate of public security, on
the national level, a nationwide centralized police-public relations
division was created to minimize any possible misunderstanding
between the community and the police. This division has the respon-
sibility of airing a weekly program, via television and radio
broadcast, the purpose of which is to facilitate interaction between
the police and the public and to encourage the individual to behave
in a way which contributes to public security. These broadcasts
include efforts toward positive mutual concern such as question and

answer sessions in which public relations personnel respond to

questions from the public; present public safety prizes for correct

28

responses to questions about safe driving or fire prevention; and
present awards for reporting accidents, assisting others in
emergencies, reporting crimes, or generally assisting the police.
These represent tangible efforts to encourage responsible behavior
by the public both toward their police and their community members.
The improvement and maintenance of responsible and mutually
positive relations which are expected to be enhanced by such a
program would indicate that such a program could beirfmajor impor-
tance to the police profession and its future, as well as to the

Saudi citizenry as a whole.

The Problem

 

Saudi Arabia, having been described in this paper as a
homogeneous society, the focus of my inquiry will be the question
Of whether the police in Saudi Arabia face the same public
relations problems that have been found to exist in more heter-
ogeneous societies such as the United States. That was my concern
and the core of this thesis. The vast material on this tOpic
reveals that there can be many areas of conflict between the
police and the public. Just to mention a few, these problem

areas include a lack of communication between the police and the

29

community they are serving, lack of community support for the police,
minority group conflicts, and pressures from interest groups as well
as organized crime.

According to some of the literature, many of these problems
arise because of the nature of communities in many metropolitan
areas. Numerous metrOpolitan neighborhoods are comprised Of various
social groups.

The metrOpolitan community has become the living place
of people of many types: racial, religious, ethnic,
‘political and social class. It is a human spectrum
of many cross and conflicting cultures. The metro-
politan community is a laboratory of the study of
cultural conflict.25

The Saudi Arabian case is homogeneous rather than cross-
cultural as has been established earlier. And, the assumption is
that the cross-cultural conflict does not exist in Saudi Arabia,
based on its nature as one religion, one language, and one race
system. At the same time, the conflict, if there is any, has not
been subjected to previous research or, at least, has not come into
the Open. Also, it should be noted that some conflicts may exist
in a society of a heterogeneous culture as a result of its high

technological develOpment which contributes to most changes in its

social life style. I feel that it is important to conduct field

 

25Ibid., p. 73.

30

research in an attempt to determine whether or not some’of those
problems which are more obvious in heterogeneous, highly developed
technological societies could also appear in a homogeneous situation
such as Saudi Arabia. And, if so, the question arises as to whether
or not police—public relations difficulties may be correlated with
certain established misconceptions held by the publicr-which, in

our sample, is represented by high school students. This question
is more pertinent now than ever before because Of the many miscon-
ceptions surrounding police-public relations.

Thus, the purpose of this research is to examine what Saudi
Arabiafiflattitudes are with respect to their police system. The
specific group to be examined is the young, educated students who
are on the verge of entering diverse walks of life. This study
will be concerned with attitudes toward the police Of male, high
school seniors. And, as this study is largely intended to be
exploratory, its subjects will be limited specifically to male, high

school seniors, resident in the capital city of Saudi Arabia, Riyadh.

Definition of Terms

 

The term community,as used in this study, refers to any

social group of size whose members reside in a specific locality,

31

share a common government, and have a common cultural or historical
heritage.26

The term police is used here to represent an organized civil
force for maintaining order, preventing and detecting crime and

enforcing the law.27

High school senior refers to students enrolled in the final
year of secondary education required prior to entry to colleges or
universities. The high school diploma in Saudi Arabia is equivalent
to a high school diploma in the United States of America; each
country requires twelve years of formal education to achieve the
diploma--six elementary years, three junior high (secondary), and
three years of senior high school.

Attitude is considered to be one's opinion, feelings, or
disposition toward an object, person, group, or entity. Included
in this are one's beliefs about the nature of something, his evalu-
ation Of it, his views about appropriate policy with respect of it,

and his tendencies to behave toward it in a certain way.28

 

 

26The American College Dictiongiy (New York: Random House,
1963).

271m.

28

Clair Selltiz, Research Methods and Social Relations,
(New York: Holt, Rinehart and Winston, Inc., 1964), p. 146.

32
Police Communitnyelations

Our study will focus almost exclusively on one facet of this
complex relationship, namely from the public end of the transaction,
and more specifically, on a particular sampling Of One sector of this
public, i.e., male high school seniors of Riyadh. Nevertheless, an
effort to enumerate the several objectives of this complex relation
should clarify the direction of this inquiry and generally put the
several facets in proper perspective. These facets of the relation-
ship express, of course, somewhat idealized aspirations for this
fascinating question of police community relations. And, of course,
every relationship tends to have some mutually acceptable goals of
exchange. Thus, police-public relations ideally could comprise, as
most authorities on the subject have indicated, the following:

1. An active concern with bridging the gaps which

may develop between the public and the police

for the purpose of facilitating the flow of

information and interaction in general.

2. To emphasize those positive qualities and

efforts Of the police in hopes of enhancing

those aspects of police labors to maintain

the public good and safety--i.e., to develOp

the sincere concern for the community of the

police in the public eye.

3. To foster mutual respect and full understanding
between the police and the public.

33
Hypotheses

As mentioned previously, the general purpose of this study

is the beginning of inquiry into the true nature of police-public

relations in Saudi Arabia. This study will be basically inquisitive_ .

and exploratory in nature. Thus, the use of a sample of the student
population, limiting the sc0pe of generalizability will not be as
significant as such a limitation might be in later studies.. At the
same time, this approach might serve to increase both the precision
of our findings by limiting the number of variables and simplify .
comparison of this study with its prototypes conducted in heterog-
eneous societies. Yet, some generality is desirable to broaden the
scope of observation in a preliminary effort. As Clair Selltiz
mentions,

whether or not the nature of the anticipated relation-

ships can be stated explicity--i.e., whether or not

they can be expressed as hypotheses in the formulation

stage of an inquiry--depends largely on the state of

knowledge in the area under investigation. Scientific

research can begin with well-formulated hypotheses,

or formulate hypotheses as the end product of the

research.29

Also, one should consider that constructing hypotheses in

advance runs the risk of missing some real-life problems. As Earl

Babbie states, "There is a constant danger that constructed

 

291mm, p. 39.

34

inquiries may overlook relationships not anticipated by formal

hypotheses."3o

Despite this support for conducting research without hypoth-
esizing in advance, some hypotheses were formulated; but these will
be general in nature. I hOpe to strike a balance between allowing
for'some benefits of both approaches. These hypotheses are designed
to serve as guidelines for Carrying out future research in my

- country, Saudi Arabia.

. Hypothesis 1:

As the reader may have already reached the conclusion
that he could define and identify Saudi Arabian society
as a homogeneous one when compared, for example, to the
Unit States, reaching this point: The major hypothesis
will be that the more homogeneous the society, the more
favorable is the general attitude of its people,
especially students, toward the police.

Hypothesis 2:

Some available researches have shown that socioeconomic
status has some effect on students' attitudes toward
police as reported by Johnson (1969)31 and Dr. Portune's
studies of Cincinnati school students.32 If this is a
valid conclusion, then the following hypothesis would

 

30Earl Babbie, The Practice of Social Research (Belmont,
Calif.: Wadsworth Publishing Co., 1975), p. 71.

31Knowlton Johnson, "Socio-Economic Status as Related to
Attitudes Toward Police" (Master's thesis, Michigan State University,
1969), p. 47.

32Robert Portune, Changing Adolescent Attitudes Toward Police

(Cincinnati: The W. H. Anderson Co., 1971), p. 33.

35

not be confirmed: In Saudi Arabia there is no difference
in attitude toward the police between groups of higher
and lower socioeconomic status.

Hypothesis 3:

Much of the delinquency literature (in particular David
Matza's 1964 notion Of the sense of injustice) suggests

a negative response by youths who have been in contact
with the criminal justice system. On this point, Dr.
Peggy C. Giordano, Of the Bowling Green State University,
in her analysis of juvenile reaction to the justice system
found out that "youths with greater system contact actually
expressed more positive attitudes than did their less
experienced counterparts."33 If Dr. Giordano's conclusion
is valid, then the following hypothesis will not stand in
the affirmative.

There is a positive correlation between self-reporting
delinquency and an increase in negativity of attitude
toward the police. (An example of self-reporting
delinquency is an affirmative response to questions
such as "How many times have you driven an automobile
without a license or a permit?")

Hypothesis 4:

, There is no correlation between academic performance, as
" measured by grade point average, and attitude toward the
police.

Overview Of the Thesis

The first chapter begins with an introduction to Saudi Arabia,

which is the setting for this particular study. There are several

 

33Peggy C. Giordano, The Sense of Injustice for Analysis of
Juveniles' Reaction to the Justicep§ystem, Criminology, Vol. 14, No. 1,
May 1976.

36

significant differencesbetween the social and legal context there and
that of the United States in general; these should not be taken for
granted as some of these aspects of Saudi society could very well
have important implications for the results of the research. Then
follows an introduction to the problem selected for the study, the
purpose and the need for this type Of research. Some Operational-
ization of terminology is also included in this first chapter.

The second chapter will be devoted to the review of literature
concerning the police-community relations and the general attitudes
of some subjects studied previously.

In the third chapter, I will deal with the research method-
ology to be utilized. This is comprised of the design, the sample,
the total pOpulation, the sampling procedure, the data collection
technique, and finally the item construction of the questionnaire.

The fourth chapter will be concerned with data analysis
including tables, and findings.

The fifth and final chapter will discuss the significance
of the findings, as well as the limitations which I encountered
during the research procedure. I will also discuss the implications
of the findings. Further, discussion of the research findings will
reveal support for the theoretical framework. Finally, the conclusion
and summary will include recommendations for the implications of the

findings in the real world.

CHAPTER II

A REVIEW OF THE LITERATURE

Before we begin reviewing the literature that deals with
students' attitudes toward police, in particular, I would like to
touch on the subject from all angles of police-community relations,
thus, the reader will encounter material which reviews public
attitudes toward police in general, youth attitudes and then those
of students, which is the focus of this study. Finally, a brief
review of the public relations question from the police point of
view will balance the discussion. This will include a look at
police attitudes toward the public, toward themselves, and toward
their profession. Thus, I hope to allow for consideration of the
problem within a larger context of pertinent factors, rather than
restricting the scope to the student attitude segment, only of the
police-public relations question.

This problem of police-community relations is as old as the
policing system itself. Robert Peel's principles of law enforcement
and community relations, published in 1829, can serve to illustrate

historical concern with this age-old problem:

37

38

l. The basic mission for which the police exist is to
prevent crime and disorder;

2. The ability of the police to perform their duties is
dependent upon public approval of police existence,
actions and behavior;

3. Police effectiveness is also dependent upon the
ability of the police to secure and maintain public
respect and cooperation, thus reducing the necessity
of the use of physical force and compulsion;

4. The impartiality of the part Of the police in
enforcing the law; and finally

5. Physical force should be used only when necessary

to secure Observance of the law or to restore order.

The excessive use of the force is, thus, contrary to

good police-public relations and thereby to police

effectiveness.

Peel adheres to the principle that the police are the public
and the public are the police, thus insisting on the significance of
a sense of common community. Finally, Peel stated that "the final
test of police efficiency is the absence of crime and disorder, not
the visible evidence of police action in dealing with them."2

Police community relations is a subject which has clearly
come to the attention of many socially concerned individuals in the

United States. Despite the many efforts of scholars to emphasize

the importance of the police-community relations, it is still a

 

1Louis A. Radelet, The Police and the Community, 2nd edition
(Encino, Calif.: Glencoe Press, Criminal Justice Series, l977),|3.3.

2Ipid.

39 v- ‘»/:."-3 I I ‘-
.) )7 I I, ‘ G

4.

problem and a deeply rooted onef' Regardless of the efforts to provide
more training for police officers to enhance their ability to deal
with the peOple in their community, this is only one approach to the
problem and the results tend to fall short of the desired success.

No matter how much money the government spends or is ready to spend

on research and publication of literature in an attempt to narrow the
gap between the police and the community, the problem still lives and
exists among us.

It is a human relations dilemma. This problem will only begin
to be solved when every responsible individual citizen, government
official, community member, police personnel, church Official, edu-
cational staff member, and all agencies come to the realization that
it is everyone's personal problem, not John Doe's. When sincere
feelings of this type develop, and peOple feel that each one needs
and depends on the other, and recognizes a mutual dependency for their
safety and well being, only then can there be a beginning of problem-
solving discussions which will lead to resolution of these dilemmas.
Each citizen of the community must have the courage, sincerity, and
mutual understanding of self and want others to recognize first the
nature of the existing problem and then to begin putting forth a
workable solution. The first step is for the peOple of a community
to admit that they have a common problem; secondly, they must agree

on what this problem is; and thirdly, they must agree on what should

40

be done about it. In other words, the solution of the police-community

relations dilemma must be a collective, supportive, brotherhood

involvement.

\p «a

, L2 "' ‘1.
9 '“ ~
/,

. 74“."
'1LM ”factors.

The problem as it exists in a heterogeneous society, such as

that of the United States, has been attributed to many contributing

Some of the more pertinent of these are (as based on col-

lection of materials relatively associated with the subject matter):

1.

Confusion on the part of the community concerning what
kind of performance they want from their police, and
confusion by the police on what exactly should be their
real work, and when their responsibflity ends. This is
a definition problem where the police find themselves
being “damned if they do and damned if they don't;"

The job of the police is looked upon by the community
as one of inferior status, which contributes to a low
self-esteem by the police;

Lack of support for the police by their cOmmunity to
raise their salaries or to pay for their education,
while on the job, and especially for education in the
human relations area where it is needed the most;

The external pressure, "stresses" on the police by
politicians and interest groups to enforce some laws
in certain situations and to overlook others, which
lead to corruption and low morale among the police
themselves;

Sometimes the lack of superiors' backing for his
officers in particular situations or crucial issues
leads them to be more discreet and selective in
future enforcement;

The lack of motivation by the police due to low
salaries, slow promotion and absence of lateral
entry lead the police to be indifferent as well as
uncreative in performing their functions;

41

7. The labeling by minorities, of the police, as the
enforcers of "whitey's" law, or the enforces of

the norms of the powerful on the values of the

powerless poor, creates a defensive and hostile

attitude by minorities to any action the police

may take; '

8. Previous encounter experiences between minority or

youth and the police, and hostile attitude of the

police, in turn, toward the behavior of these groups,

leads to mutual suspicion, where each side forms a

preconceived notion and prediction of action, of how

each side will react to the other;

9. And finally, the most prevailing factor is the old

myth inherent in American culture, about the

inferiority Of the Negro and other races.

All of these factors eventually foster a vicious circle of
apprehension and hostility, which is difficult to break and a con-
tinuous reverberation of uneasiness and unfriendliness between the
police and the community, especially those sectors which are most

.trouble prone.

To return to the issue of police discretionas a source of
this problem of hostility, it is argued that if the job of the police
is to catch criminals, then the police would have a limited ministerial
responsibflity in which his discretion plays little part. If this is
the case, then there must be a reason not to expose the police to the
decision-making processes of the city government. To state it more

bluntly, take the police out Of politics; but this is in fact

impossible. Police discretion is here to stay and we have to live

42

with it. This unequivocal expression of one position on this issue
can clue one in on its complexity through its strength and tenor.

Police discretion is inevitable, as stated above, partly
because the police cannot serve all interests at once, in part
because many laws require some interpretation before they can be
applied, and partly because the community will not tolerate full
enforcement of the law in each instance. Wilson said, “the lowest
ranking police Officer--the patrolman--has the greatest discretion,
and thus his behavior is of greatest concern to the police admin-
istrator."3 This further complicates a sensitive issue because of
the need for immediate action in the most Open area, the public
places, in the patrolman's performance of his function.

Goldstein adds that "the ability of the police officer to
resolve a dispute and to eliminate a nuisance stems, in a large
measure, from widespread recognition of the fact that he has the
authority to initiate criminal prosecutions. Indeed, in some
situations, a police Officer may actually exercise his authority--
for example, by arresting an intoxicated person for safe keeping--

even though he has no intention to initiate criminal prosecution."4

 

3James Wilson, Varieties of Police Behavior, 3rd printing
(Cambridge, Mass.: Harvard University Press, 1969), p. 8.

4Radelet, The Police and the Community, p. 78.

43

There is a virtual plethora of comments on the problem Of
stereotyping. Eleanor Harlow of the National Council on Crime and

Delinquency makes this point clear:

Where there is anonymity of individual officers, there
is generalization and stereotyping by citizens, where
there is racial hatred and distrust there is misinter-
pretation of police actions, and where there is lack Of
communication with and confidence in the police, there
is also a tendency on the part of citizens to believe
the worst. . . . The actions of those police who do
behave unprofessionally reflect not only upon the entire
department, but on police in general, and whenever
questionable tactics are employed against minority
groups anywhere, hostility to police everywhere is
increased. . . . One important fact to consider . . .
[is] whether or not police brutality exists, if sig-
nificant numbers of peOple believe that it does, it

then becomes a serious and very real problem. . . .

[For example], a widespread belief that police are
unjust or brutal results in loss of respect for and
cooperation with any police Officer. When people don't
accept police authority as legitimate and challenge
their authority at every point of contact, the police
feel the need to assert personal authority by force in
order "to handle the situation" in the absence of respect
for the badge and uniform. Thus, the belief that police
are brutal often becomes a self-fulfilling expectation.5

Wilson states,

The patrolman believes, with considerable justification,
that teenagers, Negroes, and the lower income persons
commit a disproportionate share of all reported crimes.
Being in those pOpulation categories at all makes one,
statistically, more suspect than other persons, but to

 

5Eleanor Harlow, "Problems in Police-Community Relations,"
Information Review on Crime and Delinquency 1, No. 5 (February 1969),
p. 4, (bound at MSU).

44

be in those categories and to behave unconventionally
is to make oneself a prime suspect. Patrolmen believe
they would be derelict in their duty if they did not
treat such persons with suspicion.6

Public Attitude Toward Police in General

Data is available from numerous Opinion surveys which gives
some indication of public attitude, in general, toward thepolice.7
A poll was conducted‘by the National Opinion Research Center and
reported to the President's Crime Commission inil965,3that only 8%
of the people polled thought the pOlice did a poor job of enforcing
the law; only 9% felt that the police were deficient in protecting
people in their neighborhood. A Gallop poll in 1965 showed a similar
finding, that only 9% of the public believed that there was any police
brutality . A Harris poll in 1966 found that only 4% of the public
believed that many law enforcement Officers in their community took
bribes. These surveys are taken as an overall view of public attitude
toward police, without looking to differentiating factors of age, sex,

income, race, or social status.

 

6wi1son, pp. 40-41.

7Radelet, The Police and the Community, pp. 129-131.

 

45

A class in police community relations at the university of
Houston Law School conducted a randpmistu y in 1959ipj§h a multiple
choice type questionnaire survey to gauge public attitude toward
police.8 When broken down by differentiating factors, the results
revealed some indicative patterns. Of youth 18 years old and younger,
39.9% felt that police were usually fair in dealing with minority
groups. Thus, fewer than half were willing to respond affirmatively
even to this statement qualified by the word “usually," and 6.9%
thought the police were definitely prejudiced. Of the age group,
50 years or older, 51.9% thought that the police were usually fair
in their treatment of minority groups, while 5.4% thought the police
were definitely prejudiced. On the other hand, when evaluating the
department overall, 11.5% Of the Black respondents expressed the
belief that the Houston Police Department was one Of the best in
the country, whereas 24.1% of the Mexican Americans and 14.5% Of
the remaining respondents felt that way. To a more negative inquiry,
32.6% of the Blacks, 14.6% of the Mexican Americans, and a full 15.0%
of the remaining respondents stated that the department was below
standard in comparison with others in the country. Thus, while
undifferentiating surveys indicate a slight negative reading, this

specific investigation to attitudes of a community to its own police

 

81bid.

46

shows even more dissatisfaction, particularly by the minority sample.
These early studies indicate some public dissatisfaction with the
police, which is an important measure of its effectiveness as well.
Assessment of the department from the inside does not necessarily
tell the whole story, regardless of the efforts made by police to
maintain a well organized force. The interaction with citizens has
frequently been overlooked as significant in contributing to a good
relationship and thereby increasing effectiveness. And, this public
image of the police is most significantly subject to influence by
individual contact with police personnel. This kind of contact, of
course, says Wirths,

involves many varieties of social interplays, family

backgrounds, culture and personality traits and peer

group influence. . . . The specific actions of family

and friends are the earliest attitudinal conditioners.

In general, children learn a little from what they are

taught and a lot from the example they see.9

Preiss and Ehrlich, in their study, concluded that the most

positive composifie image of police was found in the middle-aged,
white, female, college graduate who had no contact with police and

whose husband was engaged in no executive capacity in a white-collar

occupation. While at the other end of the continuum, they found

 

9Claudine Gibson Wirths, The DevelOpment of Attitudes Toward
Law Enforcement, Police 3 (November-December 1958): 51. (Bound at
MSU, Springfield, 111.: Charles C. Thomas Publisher, 1958.)

 

47

that the most negative compositive image was held by a somewhat
younger, nonwhite, male who performs manual work with a grade school
education or less, but who had had some kind of contact with the
police, though not extensive.10

The President's Crime Commission Repoftti19§6)'cited various
data showing that young people are generally more negative in their
attitudes toward the police than Older persons. Similarly, the poor
have less favorable attitudes than the affluent. Also, Mexican
Americans and Puerto Ricans see the police as the enemy who protects
the white power structure and feels that they are more alienated
from the police.11

We know that a positive approach by police Officers can pro-
\duce positive results and attitudes; likewise a negative approach
tends to produce negative results. Harch police action may, and
Often does, produce a troublesome reaction not only from the offender
, but also from the entire community. The FBI's manual emphasizes that
."unwarranted application Of force will incite the mob to further

(violence, as well as kindle seeds of resentment for the police that,

 

10Jack Preiss and Howard Ehrlich, An Examination of Role
Theory: The Case of the State Police (Lincoln: University of Nebraska
Press, 1966), p. 129.

HRadelet, The Police and the Community, pp. 133-144.

 

48

in turn, could cause a riot to occur."12 Thus, fighting fire with a

highly volatile substance, as benzene, is not effective regardless
of the effort and energy applied to the cause. Such negative reactions
incited in the mind of the adult public also apply to youth, whose

reaction is likely to be even quicker and more violent.

Youth Attitudes Toward Police

NO one would deny the importance of the generation of youth
in building and maintaining the well being of themselves and their
societies. Not only this, but future advances and technologies
center themselves on how youths perceive their duties as responsible
mature individuals. If we treat our youths respectfully and as
responsible individuals, it will pay Off in the long run.

If a society is to advance and renew itself continuously, it
should provide a hospitable environment for its young people to live
comfortably and lead a normal life as responsible members of their
society. Therefore, it is through the socialization process that we

can shape and develop the attitudes and behavior of the young peOple.

 

12George E. Buckley, The Democratic Policeman (Boston: Beacon
Press, 1969-1974), p. 189.

49

Children are born with many capacities, but the form and direction
in which these will develOp depend to a large degree on the society's

nature. As Dr. John Gardner stated clearly in his book, Self-Renewal,

 

The Individual and The Innovative Society, "every human being is born
with many potentialities, but unfortunately most of us have never
been able to develop these potentials simply because the circumstances
of our life never called them forth."13 Thus, as the old myths con-
cerning inherent or hereditary criminality have been called into
question by the investigations of social science, we do now under-
stand the significance of poverty, ignorance, and socially ascribed
limitations as contributing factors to social deviance. Once these
social grievances, over which he has no control, are imposed on the
individual then his reaction will be a defensive one, mainly deviant.
This will result in a negative attitude and rejection response not
only to the dominant and social norms and values, as a whole, but
especially to law and authority with its demands for conformity.
Donald Bouma, in his book, Kids and Cops, reported that the
attitudes of inner city youth toward the police tend to be much more

negative than the youth of surrounding areas. Seventy percent of

the youth (students) felt that policemen were "pretty nice guys,"

 

13John W. Gardner, Self-Renewal, The Individual and The

Innovative Society (New York: Harper & Row, 1965), pp. lO-ll.

50

although fewer than half of the Black students felt that way. Fifteen
percent of the total answered affirmatively the question asking whether
the police were mean. Only 8% thought they wanted to be policemen
after being asked whether a policeman's job was a "pretty good one for
an intelligent guy."14 Also, as a result of surveying over 10,000
students in ten school systems in the State of Michigan, Donald Bouma
formulated extensive conclusions on student attitudes. The primary
focus of that survey was on junior high school students and their
attitudes toward the police. Because many of the questions asked
were adapted for use in my own Saudi Arabian study, I shall report
the major findings Of Bouma's study as summarized by Swank.

l. A large majority of students think the police are "pretty

nice guys," although fewer than half of the black students

feel that way.

2. Only 8 percent of all the students and 3 percent of the
black students said they would like to be a policeman.

3. The police presence in the community was viewed positively,
with almost two of every three students feeling the city
would be better Off if there were more police officers.

4. Over half of all students and 40 percent of the black
students think police get criticized too often.

5. The closer questions approached situations which the
student perceived to be real to him, the greater the
possibility he would view the police Operation negatively.

 

14Donald H. Bouma, Kids and COps, A Stpgy in Mutual Hostility

(Grand Rapids: William B. Eardman's Publishing Co., 1969), pp.46-47.

10.
11.
12.
13.

14.

15.

16.

17.

51

Attitudes toward the policeman-in-action were much more
negative among black than among white students.

One-third of the white youth and two-thirds of the black

youth think the police accuse students of things they do
not do.

Just over a third of all students and only one out of
five black students felt the police treated all peOple
alike.

Police were seen to be most fair in their handling of
various religious groups and least fair in their
handling of peOple from different geographic areas of
the city.

Less than half of the white students and only 17 per-
cent Of the black students thought police treated
Negro and white peOple alike.

Almost half of the students think police are always
picking on the buy who has been in trouble before.

A third Of the white students and half of the black
students think police have it in for young people.

Male students showed a less favorable attitude toward
the police than female students.

Students who usually went to church or Sunday School
had a considerably more favorable attitude toward the
police than those who did not.

The higher the occupational status of the father, the
less antagonism the student expresses toward the police.

Those students who had experienced negative police
contact revealed more hostility than those who had
not.

Race is the most significant single factor associated
with differences in attitude toward the police, with
black students showing markedly more hostility.

52

18. Antagonism toward the police increases significantly as
the student moves through the junior high years. Any
effort to improve youth attitudes toward the police
would have to focus on this segment of the population.

19. The vast majority of white students, but barely half
Of the black students would cooperate with police if
they saw someone commit murder.

20. Two out Of every three students would cooperate with
police if they saw someone break into a store.15

Another study was conducted by Dr. Robert Portune of the

University of Cincinnati, in cooperation with the Cincinnati Police

_ '4 —< " ~-...._

Department and public schools, of 1,000 C1nc1nnat1 junior high school

pupils in 1965-66. The findings of this study indicated that the
attitudes of the students toward law enforcement officers are most
990399I§3Hi:hwth§,pqllgelu The study concluded that in the adverse
feeling situation, it was caused by a meeting of mutual ignorances,
that is, lack of common knowledge and understanding between youth
and policemen.16

Charles Lee Weirman, in his dissertation for his Master's

thesis, found that Negro students are more negative toward the

 

15Calvin James Swank, "Marital Status as Related to Male on

Campus College Students' Attitude Toward Police at Michigan State
University" (Master's thesis, School of Criminal Justice, Michigan
State University, 1971), pp. 34-35.

16Robert Portune, Changing_Adolescent Attitudes Toward
Police, Cincinnati: The W. H. Anderson Co., 1971), p. 92.

 

53

police than white students and added that student feeling toward the

police tends to become more negative with age.17

John Clark and Eugene Wenninger found that spgioeconomip‘

.4— .... -u __ .— ,...’ . -
_-...a--_..-v

.yyclaggywpgflnotlcloselymrelgtgd_to the attitudes Of youth toward legal
institutions, but there were notable differences in such attitudes
in different communities that they studied. They also found that
the negative attitude of juveniles toward the legal institutions
support the notion Of a general anti-authority syndrome on the part
of juveniles and a common rejection and hostility toward certain
juveniles imposed by parents, school teachers, and representatives
of the legal institutions.18 In reporting on Portune's study, when
reported by Johnson (1969), he indicated, however, that there was no
significant socioeconomic status contributing factor in students'
attitudes.19 In later reports, Portune found that tthere is a
tendency for lower socioeconomic groups to have a less favorable

attitude toward police than do the highest socioeconomic group.“20

 

17Bruce Benson, An Exploratory Case Study of Youth Attitudes

Toward the Police (Master's thesis, Michigan State University, 1971),
p. 19.

18Radelet, The Police and the Community, pp. 265-266.

19Knowlton Johnson, 84.

20Portune, p. 33.

54

Police Attitudes Toward the Public

Nelson A. WatsOn and James W. Sterling conducted a survey of

.— 2 P7-~H.M.H’—u 4'

about 4,905mpglipgmgfficers in all 59_§Eéfies,_except Vermont. The

study was called "police and their Opinions." It is interesting in

that it sheds some light on several of the answers the Officers give

to questions I consider to be of value to the present study.

Examples of these questions and their answers are as follows:

1.

Do you Often feel tense and "under pressure“ during
duty hours? 47% answered yes.

Do you find your home life made difficult by annoyances,
irritations and aggravations which are a "hang-over“
from your job? 71% answered yes.

Is your physical condition suffering or deteriorating
from duty requirements? 32% answered yes.

Is police "image" favorable in your community as far
as you can determine? 40% answered yes.

Do you feel that Officers on your department are just
"cops in a big machine?" 60% answered yes.

Do you plan to make law enforcement your life career?
90% answered yes.

DO dangerous aspects worry you? 66% said "very seldom,“
33% said "occasionally," one man said "continuously,"
and 31% said it was "ok."

Do you believe punishment is effective in limiting or
preventing crime? 65% answered yes.

Do you believe punishment should be more severe for law
breakers? 82% answered yes.

55
10. Do policemen today have enough authority? 31% answered
yes.
11. Should police concern themselves with social problems
such as education, jobs, and housing discrimination?
55% answered yes.
12. DO you think that police should be involved in
recreational programs for youth such as Boys Club?
90% answered yes.21
It is interesting also to cite some of the written comments
that police officers made, in addition to the structured questions.
Here are some excerpts:
When I testify in court, I feel like I am on trial.
The diminishing status of police Officersis well
recognized. I definitely would not want my sons to
become law enforcement officers.

I am ashamed at times to admit that I am a policeman.

Most police departments are not being run by the chief,
but by pressure policement.

Anyone coming in this job now is either hard up for
employment or a psycho; those of us who stay are just
plain psychos.22

 

2Nelson A. Watson and James W. Sterling, Police and Their
Opinions (Washington, D.C.: International Association of Chiefs
of Police, 1969), pp 5-12.

22Ibid.

 

56

Police Response to Social Change

The police officer is at the "cutting edge" of social change.
He is supposed to be charged with social order and at the same time
maintain the peace and enforce the law, but the problem he faces is
that social order is undergoing a rapid change. Here, the police
definition of social order is oversimplified and he sees it as a
planned process where in actuality it involves a lot of factors:»
technology, economy, social structure, values, and cultural insti-
tutions.23
At this point in time, the police officer is caught in a
social dilemma between performing his departmental job and playing
his social role. Topical expression of negative reaction comes to
the surface as a result of this difficult situation. The following
remarks illustrate the point.
-Being a c0p is a no-win deal.
-They expect us to solve the problem in town.
-I don't go for these freaks spitting on me.
-We spend so much time these days doing social work

that we have not got the time to do real police jobs.
--People just don't care anymore.24

 

23Victor G. Strecher, The Environment Of Law Enforcement, A
Community Relations Guide (Englewood Cliffs, N.J.: Prentice-Hall
Book Co., 1971), p. 67.

24Radelet, The Police and the Community, p. 8.

57

Regarding some of the Supreme Court rulings and police officer's

reactions to them, Donald J. Black and Albert J. Reiss, Jr.,:copdficted

. o'
- s-o-Mv-x.._h

).v:'.-——‘ - .— ..

field survey research in three major cities: Boston, Chicago, and
Washington, D.C. The authors found that:
-Six out of ten Officers see the legality of search

of persons as problematic.

-—Forty-eight of the officers felt that the ruling on
seizure of evidence was problematic.

-Forty-five percent experienced difficulty with respect
to confession.

-Seventy percent felt that the rulings on interrogation
of or questioning of suspects interfered with their work.

-—Ninety percent felt that the court had gone too far.

-Twenty percent felt that there should be no time limit
to interrogations as long as no force was used.

-Twenty-one percent felt that questioning should be
restricted to a reasonable amount of time without
the presence of an attorney.25

Attitudes Toward Police in Saudi Arabia

 

In trying to tie the subject of public attitude toward police

in Saudi Arabia with what has been written in the United States, one

 

25Donald J. Black and Albert J. Reiss, Jr., Career Orientations,
Job Satisfaction, and the Assessment of Law Enforcement Problemsypy
Police Officers, Vol. 75 in Studies of Crime and Law Enforcement in
Major Metropolitan Areas (Ann Arbor: The University of Michigan, 1966),
pp. 109-119.

 

 

 

 

58

finds difficulty in dealing with the subject because of the scarcity

of literature. There is no material; no research has been done to

study, evaluate, or measure the attitude of the public toward police.

It is my firm belief and conviction that this lack of material is

due to the following factors:

1.

Simplicty of the social structure of the Saudi Arabian

society--no problem of complexity of life.

PeOple are tied together by one common religious belief.
They totally adhere to its commandments. They share ’
the same norms, values and beliefs. There is no serious
conflict Of interest. The Muslim community which com-
prises the Saudi Arabian society is based on personal
faith. It is held together by common loyalties and
traditions and by a very careful, thorough system of

values and doctrines.

W. S. Smith elaborates on this matter by saying:

It pulsates with the vitality of a profoundly
religious, deeply held personal conviction . . . a
conviction which is so warm and meaningful to each
individual member that many would quite gladly part
with life itself, than to let it go. This society,
this community, is the expression of a religious

ideal.

So far as this world is concerned, it is,

if I have grasped matters correctly, for the Muslim

59

the chief expression. Within the realm of historical

development, the preservation of the community, the

saving of life is for Islam the prime issue.26

Islamic tradition and teachings are directed toward maintain-

ing a cohesive community, free of all social and psychological ills
to the greatest extent possible. It has a great influence on the
actions, behaviors, attitudes and daily life of its followers to
conform to and obey its laws and regulations in order to lead a
prosperous and healthy life. M. N. Roy said, "The phenominal suc-
cess of Islam was primarily due to its significance and its ability

to lead the masses out of the hopeless situations created by the

decay of the antique civilization.“27

3. The family had been and still is the strongest social
demonstrator in child rearing and supervising. It has
a moral as well as legal obligation to raise its
children according to the family and the society values
and beliefs which are taught at very young ages and
spoon fed to them with Islamic basic regulations. These

are values such as honesty, respect for the elderly,

 

26W. C. Smith, Islam Confronted by Western Secularism: Islam

in the Modern World, ed. Dortha Seeyle Frank (Washington, D.C.: The
Middle East Institute, 1951), p. 24. ‘

27M. N. Roy, The Historical Role of Islam (Calcutta, India:
B. M. Bose and Brojo, 1968), p. 16.

60

telling the truth, keeping the family honor by avoiding
any social or criminal misconduct, and overall treating
others in the same way you like them to treat you. It
may sound difficult to achieve, but when kept in mind
and made clear and continuously practiced, it can be

done.

‘ ,Another important factor contributing to crime as sociologist
Marvin Wolfang points out is the notion of the individual emphasis on
freedom. (Some experts today argue that "juvenile crime is spreading
because everyone is pushing what he considers his 'rights' to the
utmost limits. Standards are lowered and blurred, any behavior, how-
ever deviant, finds its instant defenders."28 The article continued
to say that “the tradition and the constraining institutions of
family, church, and school have much of their authority." Lamar
Empey, a University of Southern California criminologist who special-
izes in youth said,

The 1960's saw the dissipation of the traditional con-
trols of society. There was much more freedom of

activity in all spheres, and its inevitable that there
would be more crime. . . . The admission that we had

a racist society gave some peOple an excuse to attack
that society without guilt. 9

 

28"The Youth Crime Plague," cover story, Time, 11 July, 1977.

29Ibid.

61

"Most important is the breakdown in the family. The old laws
about the family are true," says Judge Seymour Gelber, who hears
1,000 delinquency cases a year in Dade County, Florida. He adds,

”We look for quick solutions, but the family stability is the long-
term answer."3O Detective Ellen Carlyle elaborates on this matter
by saying that "the parents don't seem to care, they turn to the
police and say, 'Here's my problem. Take care Of it.‘ But, they
must start caring for their children at infancy."3]

What more can we say to emphasize the important role of the
family on the influence of its youth. One cannot underemphasize the
significance of the socialization process in shaping and influencing
the outcome of the attitudes and behavior of youth. It is a sad
situation to see that the crime rate goes up because of an unusual
situation existing at home, family disputes, broken homes, or merely
an irresponsible father. If every individual father would take the
responsibility and obligation to direct and guide his children in
the right path, society would end up with few crimes and fewer

delinquents. Islam puts on each individual being such an Obligation

and responsibility. God says that each man has a role in controlling,

 

3OIbid.

31Ibid.

62

with humane and just treatment, what is under his immediate control--
in his house, his family, and his job. With controlling authority,
he is given an obligation to see that the job is being done in
accordance with the spirit and heart of that to which the total
society conforms and adheres. Judge Gelber, in Time magazine, con-
tinues:

that blacks commit 75% of the violent crimes in Dade

County, Florida, though they constitute only 15% of

the population. But, Cubans make up 33 1/3% of the

county's population and account for only 12% of the

violent crimes. The judge believes that the reason

behind this low proportionately percentage is due to

the "strong" Cuban family structures.32
Another authority on the subject, Juan Clark, at Miami Dade Community
College adds, "like the Chinese, the Cubans have close-knit families
with more supervision. There are more three-generation families and
customarily, middle-class women don't work."33

In Saudi Arabia, one finds that family loyalty and particu-

lation pervade all aspects of life. The individual loyalty to his
family overrides most other obligations. Respect for parents as the
most important, respect for elderly persons and respect for each

other to be treated fairly and justly. All these values are implanted

in the early stages of childhood to give the desired final contribution

 

321m.

331bid.

 

 

63

to respect for law and order and other peOple's rights. Regarding
this part, Nyrop and others stated:
It is still not common for persons to live apart from
a family group. Men living apart from their family
to work at jobs prefer to live with kinsmen or at least
fellow tribes. Grown children ordinarily live with
parents or relatives until marriage. For a girl of a
respectable family to do otherwise would be unthinkable.
Child-rearing practices train the young to be docile
members of a family group rather than independent
individuals.34
4. The government of Saudi Arabia demands of its public that
they be free in their own minds and their souls. And, in
order to be free, an individual must and should behave
rationally and be capable of carrying his freedom within
its boundaries and limitations. Thus, one should be free
to determine his own destiny, but at the same time remem-
ber always that other people would like to do the same.
That is, your freedom stOps when it impinges on others'
freedom. The Islamic religion requires that, to be a

true believer, you should like your brother citizen to

have what you like for yourself.

 

34Nyrop and others, Area Handbook for Saudi Arabia.

64

The late King Faisal said in one of his speeches:
In all our actions, we have ever been guided by our
religion and the laws it has laid down. In this
country we preach one religion of one God and we
apply the will of God sincerely and faithfully. Our
religion covers all of mankind's social needs--
justice, equality, security, safety and teaching
Of personal behavior.3
5. Finally, in Saudi Arabia's system of social organization
there exists no social conflict between classes. Islam
makes it plain and clear that there is no privilege
amongst Muslims. The only exception where peOple can

be distinguished by privilege is for their good faith

and their adherence to practice and carry out that faith.

God says that "all of mankind is created from Adam, and Adam
was created from clay. The best amongst you are those with true
belief and good faith. No black is subordinate to white and no white
is subordinate to black." Smith explains this sensitive approach to
equality by saying:

TO be a Muslim means to accept a revelation as to how
life should be organized. All this is what I call the
standard theological interpretation of Islam. Any
religion that has lasted for fourteen centuries must

have something fundamentally significant and meaningful
to every man; whether he is a millionaire or pauper, a
prince or a slave. And, Islam undoubtedly does. Yet, the

 

35Ministry of Information, Voyage of Peace, King Faisal Speaks

(Jeddah, Saudi Arabia, 1969), p. 11.

65

central message of Islam, as understood by its standard

exponent, has been about society and the organization

of political, social and moral power. Islam is a

religion of ethics, including social ethics.36

Crime is a social deviation: poverty, lack of education,

unemployment, and social ills are a product of social environment.
Our reaction, attitudes, beliefs which come into play when dealing
with this problem are dependent on how we perceive, most of all, our-
selves and those with whom we live and communicate. Therefore,
measuring the attitudes of any given individual is conditioned by
many intervening factors. Measurement involves value judgment. It
depends on whom you measure, what you measure, where you measure it,
and under what conditions and circumstances. And, overall what is
your own perception and interpretation. Human beings give things

their definition and value. Words and symbols do not have meaning

in themselves; we are the ones who give them meaning.

Summary

In spite of the many uncertainties and variability of inter-

pretation, academic and scientific discipline requires an effort to

 

36J. N. Anderson, Islamic Law in the Modern World (New York:

University Press London, 1959), p. 9.

66

abstract regularities and patterns from the numerous observations
available for study. This is a requisite to the formulation of con-
clusions concerning the subject under scrutiny. Some of the major

points reviewed in the literature are:

l. Attitude toward the police is correlated with personal

interaction with the system of criminal justice.

2. More minority group persons tend to have negative

attitudes toward the police than do whites.

3. Youth with a record of delinquency show a tendency toward
negative attitude about the police especially in their

evaluation of the departmental performance of function.

4. Socioeconomical status showed no significance as a

predictor of attitude toward police (Johnson, 1969).

5. Stereotyping tends to create a negative defense attitude

held by the public and police toward each other.

6. Police action itself which can be seen by the community

contributes greatly to public attitude toward police.

67

Socialization and early beliefs and values play an
important role in developing attitudinal reaction
toward the legal authority, in particular, and to

the norms and values of the society in general.

CHAPTER III
METHODOLOGY AND PROCEDURE

Sample

The sample studied was comprised of male senior high school
students‘WhOse ages ranged from 17 to 22 years. The total population
from which the sample was drawn was 1,743 senior class students. Of
that total, 390 were non-Saudis from different Arab countries studying
in Saudi Arabia. This left a total of 1,353 students. This number
was divided among nine high schools located in various areas in the

city of Riyadh, the Capital of Saudi Arabia (see diagram below).

 

 

 

 

 

 

 

 

City map of Riyadh showing location of senior high schools.
The number given to each school represents the size of its
population in regard to each other (see page 72).

68

69
Justification for Selecting Sample

It was my goal and purpose to study public attitudes toward
police in Saudi Arabia and in order to do that some kind of field
survey must be conducted. And, to conduct a field research, some
scientific method must be applied. That is, a sample must be selected
as a representative of the whole population to be studied. And, in
order to do that, the total number must be known either by having the
list of their names or the location and number of each house; but due
to the fact that there was no list available nor numbered houses, I
found that the telephone listing was not enough for selection nor was
car registration. Not everyone has a telephone nor everyone a car.
Faced with the reality and the importance of the issue to be studied,
I decided to approach another alternative, the only logical one of
this time, mainly studying the public attitudes through its youngsters.
These young people of today are the teachers, the officers, the admin-
istrators and the country leaders of tomorrow. The best sample to
represent the young students, in my opinion, are those who have only

ten dpysltq:12ave high school, at the time of administering the

,._.,—d-'

,.—4

questionnaire, to either enter colleges or universities or get various
jobs and to participate in the decision-making process of their nation
as responsible individuals. Also, these students have been living in

the system over seventeen years, (those studied being 17-22 years of

70

age); therefore, measuring their attitudes reflect not only their own
reactions, feelings and experiences, but also reflect, to some extent,
their parents', close associates' and society's attitudes through the
socialization process and image-building reflection. Another advantage
of studying those young students is the availability of their total
number and their school locations, which, in fact, makes the study
undergone and subjected to the scientific method of social research.
With this fact established in mind, it would be beneficial to the
present researcher, knowing what to study and how many to select from
the total, and for the future researchers to replicate or continue
the existing research.

For these reasons, I decided to conduct my field inquiry in
measuring the students' attitudes toward police in_Saudi Arabia and
restrict this study to a city, selecting the largest city, the

capital of Saudi Arabia, Riyadh..

Location of Selected City

 

1/77/7 Riyadh is the capital city of Saudi Arabia. It is located in

,I'

the heart and center Of the nation. All ministries and most large
business firms are located in Riyadh. More than one—half the civil
servants work in Riyadh. The central decision-making process for \\/
the whole nation for major issues and matters of importance to all K22

71

citizens are originated and declared from Riyadh. His majesty, King
Khalid and His Royal Highness, Crown Prince Fahed, both reside in
Riyadh, as do other ministers and most high-ranking officials. The
foreign embassies are being informed of the government's desire to
transfer them from Jeddah to Riyadh within four years time. Most
government employees must work in Riyadh for at least some time
because of the job opportunities and due to the fact that the civil
servioe headquarters is located there also.

9

Due to those important factors, the sample pOpulation findings

can be used to generalize about the whole body of students' attitudes

’1'.“

 

W

toward police in Saudi Arabia, as the reader might see, in Chapter V.

In Riyadh, there are nine high schools with senior classes
in each. There are other high schools, but some are with no senior
classes, some are commercial schools, others are night schools with
much older ages and still others are for teacher training or military
training, and these were not chosen due to the fact that they might
bias the result of the study.

The school classes are shown in the following chart. The
number given to the school is an arbitrary number and was given only
to determine its size compared to the others. The first column
shows the school number, the second column shows the total Saudi
students in that senior class, and the third column states the number

of questions given to each school.

72

 

 

 

 

School Total Total Given
Number POpplation Questionnaire
l 255 64
2 223 ' 56
3 202 51
4 151 38
5 141 36
6 116 30
7 112 29
8 88 23
.9. 65 .12.
Total 9 1,353 344

Of the 344 questionnaires distributed, only 301 were returned. Of the
43 not returned, about 15 were not picked up due to the fact that the
students took them home with them. The reasons for the remaining 27
questionnaires not being returned are unknown to this writer. It
could possibly be from physical and mental fatigue because of final
examinations they were taking.

\

Selection of Sample

 

The pOpulation sample studied was selected randomly in order
to assure an equal chance for everyone in the pOpulation to be chosen
to participate. Each school, at the end of the year, has a unified
student roster, which is alphabetically arranged and not organized

according to grade or age or any other factor.

73

In order to get a truly representative random sample, the
following procedure was adapted: I chose the first person from each
school roster, then the fourth name of that roster and then skipped
three more names and picked the fourth name and so on. This pro-
cedure was followed to the end of the roster of each school. After
that, each principal of the school was given the required questions
to cover the number of students selected in his school. This amounted

to approximately 30% of the total school population.

Administering the Questionnaires

 

The procedure followed for administering the questionnaires
was: Each school was given the number of questionnaires required, as
determined by pOpulation count. Each school's principal took charge
of administering the questionnaires personally. This took place in

the end of the school year, during which time students were taking

their final exams (starting June 18, 1977).

Controls

Each principal was instructed to call the name of the students
selected and to bring them into an empty room after one day of exams

was over; the deadline time was selected with and agreed upon in advance

74

with the principa1,Vand the questionnaire was to be administered under
the principal's supervision. These questionnaires were being adminis-
tered in all nine schools simultaneously to avoid any leaks. There
was no time limit specified, and no questions were allowed to be asked
during the completion of the questionnaires. The students were assured
of complete confidentiality of their questionnaire. It was made clear
to them in the instruction sheet and by the principal that no names or
addresses should be mentioned. Each of the three parts of the ques-
tionnaire was introduced by a clear and simply presented statement of
directions to follow in completing the questionnaire. Also, the V
principals were asked not to reveal any information about the research-
er's job or position to avoid any possible bias if the students knew
I was a police officer which might bias the response.

In general, the average time taken was around fifteen minutes.
The principals and students were most cooperative, and bearing in
mind the fact that these students had just finished taking final exams,
sometimes the additional incentive of a small increase in_exam points
was offered by the principal, in return for participation. Problems
encountenxlduring the administration of the questionnaire arose when
two principals allowed a few of their studénts to take the question-
naires home with them, due to the factfghat the students, between
final exams, wanted to complete the questionnaires at home and during

a time more desirable to them because they told the principal that

I

75

they were very tired at that time. These particular questionnaires
were not subsequently picked up, having been completed outside of a
controlled setting, which is unsuitable~for the purposes Of the survey.

Another limitation on the questionnaire might be attributed to
the fact that the students were taking final examinations concurrently,
as mentioned before, and were probably submitted to undue stress, which
may have had an effect either on how they answered a question or on

their mental ability to answer the questions at that time.

\

Design and Instrument

 

This study is designed to be descriptive and exploratory in
nature. The instrument used is a threefold questiOnnaire. Part I
is a sheet containing factual personal background information and
consisting of seven questions. These questions dealt with age, grade,
and family information (father's job, family income, etc.).

Part II of the questionnaire is an incident survey, containing
self-reported delinquency. This device was initially devited by Nye-

Short and was adapted by John Snyder in his thesis.1 I adapted this

 

1John Snyder, "Community-Youth Citizenship Program: An
Evaluation of Attitudes Toward Police" (Master's thesis, Michigan
State University, School of Criminal Justice, 1972), p. 62.

76

with further modifications to fit the purpose of my research and the
population involved. This part consists of eight questions, each
having four responses from which one will be chosen.

Part III, which pertains to attitudinal data, consists of 36 \
constructed questions presented in the form of a Likert-Scale, and a 2
final one for comments. These questions are broken into three types
of answers. One type has five gradations, with the range extending
from "strongly agree" on one extreme to "strongly disagree" on the
other. The second type has five sets of responses also, but take a /
different formation and finally the third consists of "yes" or ”no”
sets of answers.

The first ten questions were mostly adapted from Donald
Bouma's studies, Kids and COps,2 and from Dr. Robert Portune's study
of Cincinnati youth,3 which is concentrated around the attitude of
the student himself toward the police.

Originally, these ten questions and the subsequent ones were

arranged in a question format; e.g., "Do you think peOple would be

better Off without the police?" And, the responses given to this

 

2Bruce Lee Benson, "An Exploratory Study of Youth Attitudes
Toward Police Recruitment" (Master's thesis, Michigan State Univer-
sity, School of Criminal Justice, 1971), p. 25.

31bid.

77

question are "strongly agree, agree, undecided, disagree, strongly
disagree." I further changed this format so the answers would be in
response to a statement, rather than a question. The above question
was re-phrased to read: "PeOple would be better off without the
police." The responses were left unchanged.

Questions 11 through 21 needed to be presented in a question
format, but the responses were changed to better give a direct and
straight answer; e.g., "00 most of your friends think the police are
pretty nice guys?" The previous responses offered were "strongly
agree, agree, undecided, disagree, and strongly disagree." This
series of responses is inadequate for getting a definite, unambivalent
answer to a direct question. I therefore changed it to read as fol-
lows: "Do most of your friends think the police are pretty nice
guys?" The response was changed as follows (see Appendix):

. yes, definitely -
. yes
. don't know

no
. no, definitely

014:de

Another change made in this section of the questionnaire
involved changing some questions that were culturally inappropriate;
e.g., "DO you drink beer?" is not applicable in a Moslem society where ‘
consumption of alcohol is prohibited and forbidden by the Islamic law //

and strongly enforced by the authority.

78
Procedure

After thorough analysis and evaluation, the necessary changes
were made to adapt the instrument to fit my purposes, keeping in mind

the different cultures and values. Questions dealing with drinking _

 

alcohol, datinggaéflg.f999-"PIE-EEWPIRE§]¥,911m1"533d° After these

,- "M“_ - ‘
h—.-‘.~M'~‘“

alterations were made, along with the other changes previously men-
tiOned, the finished format was translated into Arabic and reproduced
in the United States. Then, seven Saudi students recently graduated
from high school and newly arrived in the United States to study
English at Michigan State University, were given the questionnaires

to determine if there is any difficulty or ambiguity inherent in the
instrument. They had no problem, and the average time taken was 12

to 13 minutes. To double check the authenticity of the translation
from the English the following procedure was used. Certain questions
from the Arabic translation were selected at random by the chairman

of the thesis committee. .These questions were given to a person
skilled in both Arabic and English languages. He had not been involved
in the earlier translation and had no prior knowledge of the content of
the survey. He was asked to make a translation from the Arabic back to
the English for the selected survey items. The resulting item trans-
lations reproduced the original English version of each of the original

items almost perfectly; that is, the essential meaning of each item was

79

accurately reproduced and only slightly minor differences occurred
with respect to word order in the use of synonyms.

The final format of the questionnaire was xeroxed, due to)
the scarcity of Arabic typewriters here. Then, questionnaires were
personally hand-carried to Saudi Arabia, distributed among the nine
schools mentioned before, in a quantity that Was in keeping With the
percentage previously determined. The principals were contacted,
the random sample was selected from the student roster and the dead-
line for administering the test was set with the principals. A letter
of authorization from the director of Riyadh's Board of Education
facilitated my mission and assured COOperation from the principals,
some of whom I know personally, but they were asked to keep my
identity unknown to the students as I mentioned earlier. I asked
each principal to administer the questionnaire at the same time, so
the administration of the questionnaires was going on simultaneously
through the/City. At the deadline, I was with the principal of school
NO. 1, which is centrally located (see diagram, page 68), and went
from school to school to collect the other questionnaires. Of the
344 instruments distributed, 301 were returned. Further analysis
revealed that of those 301 sets of responses, seven were found to
be over the upper age limit (22 years) and had to be disregarded.
Eleven of the questionnaires were not completed, and_tbey,~too, had

to be disregarded for this study. That left a total of 283 usable

80

responses to be considered, for the purposes of this study, a sample
pOpulation. Returning to the United States with these 283 instru-
ments, I transferred the responses onto data sheets which in~turn

were punched onto computer cards. Finally, the statistical analysis

of data was performed in part by computer and in part manually.

Operationalization

 

The following items of the questionnaires will be used to
test the writer's four hypotheses':
1. Question 1 through lO,\and 16 through 21 in part three
of the questionnaire plus previous researches conducted

in the United States will be used to test Hypothesis 1.

2. Question 7 (family income) plus question 6 (father's
occupation) in part one of the questionnaire will be

used to test Hypothesis 2.

3. Part two of the questionnaire, which consists of eight
questions on self-reported delinquency will be used

to test Hypothesis 3.

4. Question 2 (grade point average) in part one of the

questionnaire will be used to test Hypothesis 4.

CHAPTER IV

DATA ANALYSIS AND FINDINGS

Before analyzing the data and reporting the findings it would
be well to familiarize the reader with the kinds and methods of

statistical techniques used.

Statistical Techniques

In this study the writer makes use of both descriptive and

inferential statistics in reporting the findings of the study.

Descriptive Statistics

1. Frequencies of responses to selected questions of

special interest.

2. Mean, range, and variance for variables measuring
attitudes toward police, i.e., gradepoints and self-

reported delinquency.

81

82

Contingency tables displaying the observed frequencies

 

Student's t—test was used to compare mean scores between
different groups. The null hypothesis for such a com-
parison is that of no difference between the group means.

This hypothesis is rejected for p_ < .05 and sustained

A”-
“MW -

for p < .05. This relatively high level was set due toh‘

WW
__' “49-.n“. "Viv-a.

. u ---‘ 'J" V...

the fact that we are measuring attitudes, which are

imprecise at best.

3.
within each cell.
Inferential Statistics
1.
2.

The chi-square test of independence was used to test for
significant deviation from independence in contingency
tables where no directional alternative hypothesis seemed
appropriate; The null hypothesis for such a test is that
of;lndependence of the two var1ables and/or classification
considered. This hypothesis is rejected for p :_.05 and
otherwise accepted. The test for an rxc table involves
calculation of a normalized sum of squared deviations of
opoeryed from expected_f[eguenoies and comparison of the
the resulting statistic to the chi-square distribution

with (r-l) x (c-l) degrees of freedom.

83

3. When directional alternatives seemed appropriate, tests
were based on the Speofman'Ordinaljpata rank correlation

coefficient

[2653179 31

r = f 1 ..i__"",

S y"'e(Ri-R)2 €(Si-§)2
This statistic was chosen over the more familiar Pearson
continuous data product-moment correlation coefficient
due to the ordinal nature of the data. The null hypothesis
is for such a test one of independence. This test differs
from the chi-square test of independence in that it is
more powerful against directional alternatives. Again,

the null hypothesis was rejected for p §_.05 and accepted

otherwise.

Data Analysis

Scoring Questions Measuring Students'
Attitudes Toward Police

Questions Part III 1 through 10 and 16 through 21 were scored
from 1 to£35 with 1 indicating a strongly negative attitude toward

police and 5 indicating a strongly positive attitude toward police.

84

The computer was programmed to adjust the responses to follow this
method of scoring when necessary. 'ATP will be used in this study as
an abbreviation for the term Attitudes Toward the Police. Questions
(1 through 10 in Part III were designed to measure the student's

personal attitudes toward the police directly. The mean score for

those questions were computed alone to compare them to the mean

”run-‘-
”w.“

 

score for the same questions administered to American students by
previous researchers, such as that of Mr. Bruce Benson. ATPP is

the total score for the first ten questions in Part III, plus
questions 16 through 21. The reason for seperating these two mean
scores was only to compare the first ten questions in my present
study (ATP) with previous findings concerning the same ten questions.

Summary statistics are as follows:

mean 34.678

ATP: variance 21.921
range 26.000

' mean' 55.194

ATPP: variance 26.774
range 26.000

To find out if ATP and ATPP are correlated, the Spearman correlation
coefficient was used. ATP with ATPP is:

rS = .8687

p = .001

Mean scores for ATP and ATPP were computed for various occupa-

tional groups. The results are shown in Table 1. Analyzing the table,

Table l. Attitudes Toward Police vs. Father's Occupation

85

 

 

Mean/Variance Mean/Variance

Father's Occupation for ATP for ATPP N

Civilian 3.478/O.2177 3.443/0.1187 131
Military 3.545/O.2572 3.498/O.lOO9 31
Police officer 3.900/O.3133 3.719/0.0690 4
Self-employed 3.372/O.2167 3.419/0.1046 65
Company employed 3.627/O.l742 3.534/0.0628 11
Other 3.444/O.l850 3.433/0.0749 41

 

 

 

 

one can see there is some difference in the group mean scores but it
is not statistically significant, therefore another table was initiated
grouping the occupations into two occupational groups: mainly govern-
ment occupations vs. non-government Occupationsti

Student's t-test was used to compare the mean ATP and ATPP
scores for students whose fathers were government employees versus
those whose fathers were not government employees. The levels of

1

significance were:

ATP, p .161

ATPP, p .519 and with no significance
Thus, no significant difference is indicated.
Similar tests were used to compare students whose fathers were

employed by the military or police officers with all other students

The results were:

86

ATP, p .112

ATPP, p .151

Again, no significant difference is noted.'

Finally Tables 2 and 3 show that students' ATP and ATPP
scores were classified as high or low above the mean and below the
mean (based on the mean scores) and compared to various occupational
groupings with chi-square/analysis. The results of ATP are shown in

Table 2, with results of ATPP shown in Table 3.

Table 2. Comparison of ATP vs. Father's Occupation

 

 

 

 

 

 

 

 

ATP Scores
Father's Occupation Low High Total
Civilian in government 63 68 131
Military 13 18 31
Police 1 3 4
Self-employed 39 29 65
Company 5 6 11
Total 142 141 283
x2 = 4.71 p = .4524 Degree Of Freedom = 5

Conclusion. This particular combination of ATP scores are

independent of this grouping Of fathers' occupations.

Table 3. Comparison of ATPP vs. Father's Occupation

87

 

ATPP Scores

 

 

 

Father's Occupation Low High Total
Civilian 7O 61 131
Military l4 17 31
Police 1 3 4
Self-employed 38 27 65
Company-employed 6 5 11
Others 21 20 41
Total 150 133 283

 

 

 

 

)(2 = 2.87

p = .7193

Degree of Freedom

Conclusjon. This particular combination of ATPP scores are

independent of this grouping of fathers' occupations.

Table 4. Comparison of ATP vs. Father's Occupation When Combining

Occupational Groups

 

 

 

 

 

 

 

 

ATP Scores

Father's Occupation Low High Total
Government, civilian,

military, police 77 89 166
Self-employed, company-

employed, other 65 52 117
Total 142 141 283

x2 = 1.96 p = .1619 The Degree of Freedom = 1

Conclusion. ATP scores are independent of this occupational

 

grouping.

88

Table 5. Comparison of ATPP vs. Father's Occupation When Combining
Occupational Groups

 

 

 

 

 

 

 

 

ATPP‘Scores
Father's Occupation Low High Total
Government 81 85 166
Non-government 52 65 117
Total 133 150 283
x2 = .36 p = .5477 The Degree of Freedom = 1

Conclusion. ATPP scores are independent of this occupational

 

grouping.

Attitudes Toward Police and
Family Income

 

 

Mean scores for ATP and ATPP were computed for various family

income groups. The results are shown in Table 6.

89

Table 6. Mean Scores for ATP and ATPP by Family Income

 

 

 

Income Group . Number
(SR)a ATP ATPP in Group
40,000 or more 3.460 3.454 133
20,000-39,000 3.506 3.461 71
Less than 20,000 3.447 3.431 79
Combined 3.468 3.449 283

 

 

 

 

aSR refers to Saudi Arabian currency "Riyal" which is the
equivalent Of $0.28 United States currency.

The data does not suggest any clear trend for either set of
scores. Student'skt:te§t was also used to compare the average scores
for students from families in the SR19,000 or less range to those
from families in the SRZ0,000 or more range. For ATP, p = .639; and
for ATPP, p = .551, indicating no significant differences.

Finally, ATP and ATPP scores were classified as high or low

and compared to family income with chi-square analyses. The results

are shown in Tables 7 and 8.

90

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 7. ATP vs. Four Income Groups
Family Income (SR)
40,000 Less than
ATP or More 20,000-39,000 10,000-19,000 10,000 Total
Low 69 34 3O 9 142
High 64 37 23 17 141
Total 133 71 53 26 283
x2 = 3.70 p = .2961 The Degree of Freedom = 3
Conclusion. ATP scores are independent of this income grouping.
Table 8. ATPP vs. Four Income Groups
Family Income (SR)
40,000 Less than
ATPP or More 20,000-39,000 10,000-19,000 10,000 Total
Low 72 36 31 11 150
High 61 35 22 15 133
Total 133 71 53 26 283
x2 = 2.05 p = .5613 The Degree of Freedom = 3
Conclusion. ATPP scores are independent of this income

 

grouping.

91

In Table 9 and 10 the four income groups were combined into
two groups, whose income is SR40,000 or over and those whose income
is less than SR40,000 in order to find out if there is any significant

difference in ATP.

Table 9. ATP Scores vs. Two Income Groups

 

 

 

 

 

 

 

 

ATP Scores
Family Income
(SR) LOW H190 Total
40,000 or more 69 64 133
Less than 40,000 73 77 150
Total 142 141 283
X2 = ~18 P = .6742 The Degree of Freedom = 1

Conclusion. ATP scores are independent of this family income

 

grouping. When this result was found, the same procedure was fol-

lowed in Table 10 with more group responses.

Table 10.

92

ATPP Scores vs. Two Income Groups

 

Family Income

ATPP Scores

 

 

 

 

 

 

 

(SR) Low High Total
40,000 or more 85 81 166
Less than 40,000 65 52 117
Total 150 133 283

x2 = .36 p = .5477 The Degree of Freedom 1

Conclusion.

 

income grouping.

Attitudes Toward Police and

 

Family Situation

 

Again ATPP scores are independent of this family

Table 11 shows the comparison of ATP scores for students whose

parents are both living versus all other students.

Table 11. Comparison of ATP Scores for Students Having Both Parents

 

 

 

 

 

 

 

Living
Both Parents Living Other Total
Low ATP 18 142
High ATP 18 141
Total 36 283
X2 ‘ ~02 P = .8763 Degree of Freedom = 1

93

Conclusion. ATP scores are independent of whether or not
both parents are living.
Table 12 shows the comparison of ATPP scores for students

whose parents are both living versus all other students.

Table 12. Comparison of ATPP Scores for Students Having Both Parents

 

 

 

 

 

 

 

Living
Both Parents Living Other Total
Low ATPP 132 18 150
High ATPP 115 18 133
Total 247 36 283
x2 = .04 p = .8354 The Degree of Freedom = 1

Conclusion. ATPP scores are independent of whether or not

 

both parents are living.
Table 13 shows the comparison of ATP scores for students who

live with both parents versus all other students.

94

Table 13. Comparison of ATP Scores for Students Living With Both

 

 

 

 

 

 

 

Parents
Lives With Both Doesn't Live With
Parents Both Parents Total
Low ATP 114 28 142
High ATP 109 32 141
Total 223 60 283
x2 = .22 p = .6404 The Degree of Freedom = 1

Conclusion. ATP scores are independent of whether or not the

 

student lives with both parents.
Table 14 shows the comparison of ATPP scores for students who

live with both parents versus all other students.

Table 14. Comparison of ATPP Scores for Students Living With Both

 

 

 

 

 

 

 

Parents
Lives With Both Doesn't Live With
Parents Both Parents Total
Low ATPP 120 30 150
High ATPP 103 30 133
Total 223 60 283
x2 = .14 p = .7044 The Degree of Freedom = 1

Conclusion. ATPP scores are independent of whether or not the

student lives with both parents.

95

Attitudes Toward Police and
Grade Point

 

 

In this kind of measuremenIHSpearman torpelatjon coefficients
for ATP and ATPP with grade point were computed due to the nature of
the ordinal data to test whether the variables were correlated with

grade point. The results were nonsignificant:

mw- V
v/

ATP with grade point: rs= .0453
p = .224
ATPP with grade point: rs= .0113
p = .425
A possible explanation for these results is that the average grade

point was quite high, 80.77.

Attitudes Toward Police and Perception
Of Friends' Attitudes Toward Police

 

Questions 11, 12, 13, 24, and 25 of Part III were scored
2

from 1 to 5, with 1 indicating a strongly negative attitude toward

1‘

police and/5 indicating a strongly positive attitude toward police.
The total score was used as a measure of the students' perceptions
of their friends' attitudes toward the police (FATP). Spearman
correlation coefficients were computed to test whether the variable

was correlated with ATP and ATPP. The results were:

FATP with ATP: r = .2535

s
p = .001
FATP with ATPP: rS = .3101
p = .001

Conclusion. The more positive a student perceives his

friends' attitudes toward police to be, the more positive his Own

tends to be.

Frequencies of Responses to
Selected Questions

The following questions are as taken from Part III of the

questionnaire:

3. If you needed a policeman's help, would you ask for it?

strongly agree 141
agree 98
undecided 20
disagree 15
strongly disagree 9

4. Being a policeman is a good job for a capable and
intelligent guy?

strongly agree 183
agree 80
undecided ll
disagree 5

strongly disagree 4

97

8. The police accuse you of things you didn't even do.

strongly agree 82
agree 76
undecided 39
disagree 46
strongly disagree . 4O

9. Policemen are unfair in their dealings with young peOple.

strongly agree 77
agree 92
undecided 46
disagree 33
strongly disagree 35

20. If the police needed your help, would you do it?

yes, definitely 174
yes 80
don't know 11
no 10
no, definitely not 8

23. Have the police ever asked you questions because they
said you did something wrong (not counting traffic

violations)?
yes 49
no 234

Scoring of Questions Measuring Students'
Self-Reported Delinquency, -

Questions 1 through 8 of Part II were scored from 1 to 4,
with 1 indicating a great deal of self-reported delinquency and 4
indicating none. The total score for self-reported delinquency (SRD)

is the sum of these scores. Summary statistics are as follows:

98

Mean 28.869
Variance 8.029
Range 13.000
The eight self-reported delinquency questions were combined
into two groups: questions 1, 2, 3, 4, and 8 were calculated
together, while questions 5, 6, and 7 of Part II were computed
together. Due to the close similarity of the implications they

constitute a value loss as shown in Table 15.

Table 15. Groupings of Self-Reported Delinquency Questions

 

 

Part II Question

Group Mean Variance Range
1, 2, 3, 4, & 8 17.237 5.834 ’ 10.000
5, 6, & 7 11.633 0.786 6.000

 

 

 

 

Self-Reported Delinquency and
Attitude Toward Police

Spearman correlation coefficients were computed for SRD with

ATP and ATPP scores. The results are shown in Tables 16 and 17.

99

Table 16. Rs With ATP

 

 

Part II Question RS,

Group P
1, 2, 3, 4, & 8 .2441 .001
5, 6, & 7 .1819 .002

 

 

 

Table 17. Rs With ATPP

 

 

Part II Question RS

Group P
l, 2, 3, 4, & 8 .2290 .001
5, 6, & 7 .1860 .001

 

 

 

Conclusion. Students reporting much delinquency tended to

.-/ .r’

have more negative attitudes toward the police than those with less

reported or non-reported delinquency.

Self-Reported Delinquency Versus
Father's Occupation

Mean scores for SRD were computed for various occupational

groups. The results are shown in Table 18.

100

Table 18. Mean Scores for Self-Reported Delinquency by
Father's Occupation

 

 

 

 

Father's Occupation Mean N

Civilian 28.97 131
Military 28.84 31
Police 27.50 4
Self-employed 28.82 65
Company 30.36 11
Other 28.39 41

 

 

 

Student's t—test was used to compare the mean score for students
whose fathers were government employees versus those whose fathers were
not government employees. The level of significance was .776, indi-
cating no significant difference. A similar test was used to compare
students whose fathers were employed by the military or as police
Officers and all other students. Again, the result was nonsignificant
with p = .683.

Finally, student's self-reported delinquency scores were
classified as high or low (relative to the mean score) and compared
to various occupational groupings with chi-square analyses. The
results are shown in Table 19.

Further classifications of student's self-delinquency scores

were computed by taking 01 and comparing it to 03 as Table 20 shows.

101

Table 19. Student's Self-Reported Delinquency Scores vs. Father's

 

 

 

 

 

 

 

 

Occupation
SRD Scores
Father's Occupation Low High Total
Civilian in government 49 82 131
Military 12 19 31
Police 2 2 4
Self-employed 21 44 65
Company-employed 2 9 11
Other 19 22 41
Total 105 178 283
x2 = 4.15 p = .5277 The Degree of Freedom = 5

Conclusion. The self-reported delinquency scores are

 

independent of this occupational grouping.

Table 20. Student's Self-Reported Delinquency Scores vs. Father's
Occupation, Comparing Q] to 03

 

 

 

 

 

 

 

 

SRD Scores
Father's Occupation Q} 03 Total
Civilian in government 29 49 78
Military 5 11 16
Police 1 1 2
Self-employed 14 22 36
Company-employed O 5 5
Other 8 11 19
Total 57 99 156
x2 = 3.58 p = .611 The Degree of Freedom = 5

102

Conclusion. Again the student's self-reported delinquency
scores are independent of these external occupational groupings.
Table 21 shows the student's self-reported delinquency scores

when compared to two occupational groupings.

Table 21. Student's Self-Reported Delinquency Scores vs. Father's
Occupation when Combining Occupational Groups

 

 

 

 

 

 

 

 

SRD Scores

Father's Occupation Low High Total
Civilian in government,

military, and police 63 103 166
Self-employed, company-

employed, and other 42 75 117
Total 106 178 283

x2 = .052 p = .8201 The Degree of Freedom = 1

Conclusion. The student's self-reported delinquency scores

are independent of this occupational grouping.

Self-Reported Delinquency and Family
Situation

Table 22 shows the results of the comparison of student's self-
reported delinquency scores of students whose parents are both living

versus all other students.

103

Table 22. Comparison of SRO Scores for Students Whose Parents Are Both
Living vs. All Other Students

 

 

 

 

 

 

 

Both Parents Living Other Total

Low SRD 86 19 105

High 5RD 161 17 178

Total 247 36 283
x2 = 3.61 p = .0575 The Degree of Freedom = 1

Conclusion. The self-reported delinquency scores are indepen-
dent of whether or not a student's parents are both living.
Comparison of the self-reported delinquency scores for students

who live with both parents versus all others are shown in Table 23.

Table 23. Comparison of SRD Scores for Students Who Live With Both
Parents vs. All Other Students

 

 

 

 

 

 

 

Living With Both Parents Other Total

Low SRD 76 29 105

High SRD 147 31 178

Total 223 60 283
x2 = 3.53 p = .0604 The Degree of Freedom = 1

Conclusion. The self-reported delinquency scores are indepen-

 

dent of whether or not a student lives with both parents.

104

Self-Reported Delinquency and Family
Income

Mean scores for self-reported delinquency were computed for

various family income groups. The results are reported in Table 24.

Table 24. Mean Scores for Self-Reported Delinquency for Various
Family Income Groups

 

 

Income Group Number in
(SR)a Mean Group
40,000 or more 29.04 133
20,000-39,000 28.48 71
10,000-19,000 29.08 53
Less than 10,000 28.65 26

 

 

 

aSR refers to Saudi Arabian currency "Riyal" which is the
equivalent of $0.28 United States currency. '

The data does not suggest any clear trend. Student's t-test
was also used to compare the average scores for students from families
in the SR 19,000 or less range to those from families in the SR 20,000
or more range. Since p = .804, no significant difference is noted.

Finally, self-reported delinquency scores were classified as
high or low and compared to family income with chi-square analyses.

The results are shown in Table 25.

105

Table 25. Self-Reported Delinquency vs. Four Income Groups

 

Family Income (SR)

 

40,000 Less than
SR0 or More 20,000-39,000 10,000-19,000 10,000 Total

 

 

 

 

 

 

 

 

Low 49 29 17 10 105

High 84 42 _ 36 16 178

Total 133 71 53 26 283
x2 = 1.02 p = .7953 The Degree of Freedom = 3

Conclusion. The self-reported delinquency scores are indepen-

 

dent of this income grouping.

The self-reported delinquency scores were then compared to
family income when considered only in two groups, those whose income
is SR40,000 or over and those whose income is less than SR40,000.

The results are shown in Table 26.

Table 26. Self-Reported Delinquency Scores vs. Two Income Groups

 

 

 

 

SRD Scores
Family Income
(SR) Low High Total
40,000 or more 49 84 133
Less than 40,000 56 94 150
Total 105 178 283

 

 

 

 

x2 8 .001 p = .9698 The Degree of Freedom = l

106

Conclusion. The self-reported delinquency scores were inde-

pendent Of this income grouping.

Self-Reported Delinguency and
Grade Point

 

 

The Spearman correlation coefficient for self-reported
delinquency scores with grade point was computed to test whether the

two variables were positively correlated. The results were:

r .1469

s
p = .007
indicating a significant correlation. Thus, students with higher

grade points tend to report less delinquency.

Students' Career Plans Regarding
Police Work

 

 

Question 14 of Part III on the questionnaire asked: Which of
the following best describes your career plans at this time concerning
police work? The possible responses and their corresponding fre-
quencies were:

1. I definitely plan to become a policeman . . . . . 26
2. I might someday consider a possible career

in police work ........ . . . . . . . . . . 35
3. NO idea whatsoever ................ 44
4. I probably will never enter a police career . . . 55
5 I am certain I will definitely never enter

a police career ......... . . ...... 123

107

The results of the other related questions from Part III of

/____—_____..——-

the questionnaire are listed below:

15.

16.

17.

18.

Do you think you are qualified to become a policeman

if you wanted to?

yes, definitely
yes

don't know

no

no, definitely

88
97
43
26
29

Do you think you would be wasting your talents and
abilities by entering police work as a career?

yes, definitely
yes

don't know

no

no, definitely

29
49
48
83
74

Do you consider police work as a challenging

profession?

yes, definitely
yes

don't know

no

no, definitely

34
49
87
72
41

Do you think a police career Offers a good chance

to help people?

yes, definitely
yes

don't know

no

no, definitely

125
131
14
10
3

108

21. DO you think police work offers good opportunities
for advancement?

yes, definitely 52
yes 93
don't know 101
no 21
no, definitely 16

22. What do you consider the one most attractive aspect
of a police career?

1. interest and excitement l7
2. authority and power 30
3. chance to help others 157
4. good pay and benefits 16
5. importance of job itself 63

23. Which of the following would be most important in
discouraging you from entering a police career?

1. low pay 5
2. low prestige l4
3. poor advancement opportunities 7
4. dangerous work 4 23
5. poor working conditions 61
6. police represent the establishment 45
7. not discouraged at all 128

Influence of Perception of Friends'
and Relatives' Opinions of Career
Plans RegardingyPolice Work

 

 

Table 27 shows a comparison Of career plans regarding police
work and perception of best friends' reaction to expressed interest

in police work.

109

Table 27. Best Friend's Career Plans Concerning Police Work

 

 

 

 

 

 

 

 

 

 

Best Friend's N0" Probably

Reaction Definitely Might Idea Never Never Total
Strongly agree 4 l 1 1 18 22
Agree 10 O 11 ll 37 63
Not sure 7 14 22 21 38 102
Disagree 4 11 8 18 24 71
Strongly

disagree 1 9 2 4 6 25
Total 26 35 44 55 123 283

rS = .3012 p = .001

Conclusion. Students who perceive their best friend's
reaction to expressed interest in police work more positively tend
to exhibit more interest in police work as a career.

Table 28 also shows a comparison of career plans regarding
police work and perception Of other friend's reaction to an expressed

interest in police work.

110

 

 

 

 

 

 

 

 

 

 

 

Table 28. Other Friend's Career Plans Concerning Police Work
Other Friend's NO I Probably
Reaction Definitely Might Idea Never Never Total
Strongly agree 3 O 0 2 10 13
Agree 7 1 10 7 23 44
Not sure 12 13 26 27 64 142
Disagree 3 l6 6 16 20 65
Strongly
disagree 1 5 2 3 6 19
Total 26 35 44 55 123 283
rS = .2194 p = .001
Conclusion. Students who perceive their other friend's

 

reactions to expressed interest in police work more positively tend

to exhibit more interest in police work as a career.

Table 29 shows a comparison of career plans regarding police

work and perception of close relatives' reaction to an expressed

interest in police work.

111

Table 29. Close Relatives' Reaction to Career Plans Concerning Police

Work as Perceived by the Student

 

 

 

 

 

 

 

 

 

 

Close Relatives' No Probably
Reaction Definitely Might Idea Never Never Total
Strongly agree 7 0 1 1 14 16
Agree 12 2 9 11 27 51
Not sure 5 ll 17 27 48 108
Disagree 2 12 10 14 24 72
Strongly
disagree 0 10 7 2 10 36
Total 26 35 44 55 123 283
rs = .3238 p = .001
Conclusion. Students who perceive their close relatives'

 

reaction to an expressed interest in police work more positively tend

to exhibit more interest in police work as a career.

Table 30 shows a comparison Of career plans regarding police

work and perception of parents' reaction to an expressed interest in

police work.

112

Table 30. Parents' Reaction to Career Plans Concerning Police Work as
Perceived by the Student

 

 

 

 

 

 

 

 

 

 

 

Parents' NO Probably
Reaction Definitely Might Idea Never Never Total
Strongly agree 8 O 3 4 27 36
Agree 9 5 13 12 28 63
Not sure 2 3 9 17 30 61
Disagree 5 16 13 17 24 79
Strongly

disagree 2 ll 6 5 14 44
Total 26 35 44 55 123 283

r = .2885 p = .001

Conclusion. Students who perceive their parents' reaction to

 

an expressed interest in police work more positively tend to exhibit
more interest in police work as a career.

Table 31 shows a comparison of career plans regarding police
work and perception of favorite teachers' reaction to an expressed

interest in police work.

113

Table 31. Favorite Teacher's Reaction to Career Plans Concerning
POTice Work as PerceiVed by the Student

 

 

 

 

 

 

 

 

 

 

Favorite
Teacher's No Probably
Reaction Definitely Might Idea Never Never Total
Strongly agree 6 O 2 1 8 ll
Agree 11 3 1 2 10 17
Not sure 8 15 27 25 68 143
Disagree 1 11 ll 16 22 71
Strongly

disagree 0 6 3 ll 15 41
Total 26 35 44 55 123 283

rS = .1844 p = .1844

Conclusion. Students who perceive their favorite teacher's
reaction to an expressed interest in police work more positively tend

to exhibit more interest in police work as a career.

Career Plans Regording Police Work
and Father's Occupation

 

Table 32 shows a relationship between career plans and
father's occupation when occupations are combined in two groups:

Military and police Officers versus other occupations.

114

Table 32. Relationship of Father's Occupation When in Two Combined
Groups vs. Career Plans Concerning Police Work

 

 

Father's No. Probably
Occupation Definitely Might Idea Never Never Total

 

Civilian in

 

 

 

 

 

 

 

 

government,

self-employed,

company, other 23 29 36 47 113 248

Police officer

and military 3 6 8 8 10 35

Total 26 35 44 55 123 283
x2 = 4.40 p = .3541 The Degree of Freedom = 4

Conclusion. Career plans regarding police work are indepen-
dent of this occupational grouping.
Table 33 shows relationship between career plans and father's

occupation when combined into five groups.

115

Table 33. Relationship of Father's Occupation When Occupations
Are Combined in Five Groups vs. Career Plans Concerning
Police Work

 

 

Father's No Probably
Occupation Definitely Might Idea Never Never Total

 

Civilian in

 

 

 

 

 

 

 

 

government 9 15 22 27 58 131
Military and

police 3 6 8 8 10 31
Self-employed 9 5 7 11 33 65
Company 1 3 2 2 3 11
Other 4 6 5 7 19 41
Total 26 35 44 55 123 283

x2 = 12.98 p = .67 The Degree of Freedom = 16

Conclusion. Career plans regarding police work is independent

of this occupational grouping.

Career Plans Regarding Police Work
and Family Income

Table 34 shows career plans versus family income regarding

police work.

116

Table 34. Career Plans vs. Family Income Regarding Police Work

 

 

 

 

 

 

 

 

 

 

Family Income No - Probably
(SR) Definitely Might Idea Never Never Total
40,000 or more 10 19 15 22 67 133
20,000-39,000 8 9 12 15 27 71
10,000-19,000 7 3 11 l3 19 63
Less than
10,000 1 4 6 5 10 26
Total 26 35 44 55 123 283
x2 = 12.70 p = .3912 The Degree of Freedom 8 12
Conclusion. Career plans regarding police work are indepen-

 

dent of family i

ncome .

Findings on the Police-Public

 

Relations Program

 

The frequencies of responses to the three questions concerning

the police-public relations program from Part III of the questionnaire

are shown below:

34. What is your general opinion of the value of the Police

Public Relations Program on TV, as far as benefit to the
community is concerned?

th-d

very worthwhile and beneficial for people .
somewhat beneficial

has no worth or value for people ...... '. .

I am not familiar with the police-public

relations program ...... , .........

117
116
32

18

117

35. The program time should be:

1. stay the same ................ 73
2. increased ........ - .......... 165
3. decreased .................. 39
4. I don't know ................. 6

36. The tOpics of the TV Public Relations Program should be:

1 changed a little ............... 192
2 changed completely .............. 39
3. I don't know ................. 32
4 stay the same ................ 20

Table 35 shows the various breakdowns of the responses to the
above three questions from Part III of the questionnaire according to

the father's occupation.

Table 35.

118

Responses by Father's Occupation to Questions 34, 35, and
36 in Part II of Questionnaire

 

Response to

With Two Occupation Groups

 

 

 

 

 

Question Military or Police All Others Total
34-1 14 103 117
2 15 101 116
3 5 27 32
4 1 17 18
Total 35 248 283
35-1 9 64 73
2 20 145 165
3 6 33 39
4 O 6 6
Total 35 248 283
36-1 23 169 192
2 4 35 39
3 4 28 32
4 4 16 20
Total 35 248 283

 

 

 

119

Table 35--Continued

 

 

 

 

 

 

 

 

 

With Six Occupation Groups
Response
to Civilian Self-
Question in Gov't Military Police Employed Company Other Total
34-1 59 13 1 24 5 15 117
2 49 12 3 25 6 21 116
3 15 5 O 9 0 3 32
4 8 l O 7 O 2 18
Total 131 31 4 65 ll 41 283
35-1 35 8 1 l8 2 9 73
2 76 17 3 34 7 28 165
3 19 6 O 10 l 1 39
4 l O O 3 l l 6
Total 131 31 4 65 11 41 283
36-1 86 19 4 4O 9 34 192
2 22 4 O 10 1 2 39
3 16 4 O 8 1 3 32
4 7 4 O 7 O 2 20
Total 131 31 4 65 11 41 283

 

 

 

 

Table 36 shows the various breakdowns of the responses to the
above three questions from Part III of the questionnaire according to

the family income.

Table 36.

120

Responses by Family Income to Questions 34, 35, and 36 in
Part III of Questionnaire

 

 

Family Income (SR)

 

 

 

 

 

 

 

 

 

 

 

Response to 40,000 20,000- 10,000- Less Than
Question or More 39,000 19,000 10,000 Total
34-1 53 31 23 10 117
2 53 29 22 12 116
3 16 9 5 2 32
4 11 2 3 2 18
Total 133 71 53 26 283
35-1 31 17 19 6 73
2 81 42 27 15 165
3 19 10 6 4 39
4 2 2 l 1 6
Total 133 71 53 26 283
36-1 89 47 38 18 192
2 18 11 6 4 39
3 16 7 6 3 32
4 10 6 3 1 20
Total 133 71 53 26 283
Remark: Chi-square analyses of the above tables showed no

significant differences between income groups or occupational groups

with respect to their responses to questions 34, 35, and 36 in Part

III of the questionnaire.

121

Comperative Analysis

 

In the preceding tables the reader has seen data corresponding
to the first hypothesis, mainly the homogeneous form of society, Saudi
Arabia. Therefore it is appropriate at the end of this chapter to
report some of the findings of previous researches conducted by other
people in heterogeneous social settings--the United States.

The reader should be aware of the fact that he will encounter
these findings which are reporting the result of the same set of
questions I used in my research project.

The kind of comparison, a cross-national study, coincides
with the objectives of scientific research, "to describe particular
phenomena in the world of our experience and to establish general
principles by means of which they can be explained and predicted."4

The advantages of such a comparisOn as Gary Lee said are
two:

1. Increasing generality--in order to determine whether

one's findings are in fact general to predict the

behavior of human beings rather than just the resi-

dents of one's own hometown, one must examine and

test his findings under conditions which vary as
widely as possible.

 

4Gary R. Lee, Family Structure and Interaction, A Comparative
Analysis (New York: J. B. Lippincott Company, 1977), p. 12.

122

2. Maximizing variance--many objects of study as Lee

said, "Exhibit greater variability in samples of

several societies than they do in samples of only

one society."S -

A third advantage according to Robert Marsh is what he terms
the §ystem-Level Variable. "The main reason for the comparative
analysis of societies is simply that in many of our assertions the
units being talked about are societies, and one should therefore
examine more than one such unit--hopefully several or many."6

Therefore the writer would like to report some findings by

both his study and by other authors.

Findings

Bruce Benson studied 320 high school students in Flint, Michi-
gan, considering the first 10 questions I used in Saudi Arabia to
measure ATP. He reported the following:

1. 64.9% of white students compared with 33.1% of black

students have high attitudes toward police, while
35.1% of white and 67% of black have “TOW' attitudes
toward police with the mean score_for all the 335

respondents 26.80 while the mean score for the same

 

51bid., p. 13.

6Ibid., p. 15.

123

10 questions administered to 283 Saudi Arabian students

was 34.678.

2. Question 14 provides the students with possible police

(career plan, it asks: Which of the followin§:bestz

describes your career plans at this time concerning police

work?

1. I definitely plan to become a policeman.

2. I might someday consider a possible career in
police work.

3. NO idea whatsoever.

4. I probably will never enter a police career.

5 I am certain I will definitely never enter a

United States

 

Students:
Number

Percent

Saudi Arabian

 

Students:
Number
Percent

police career.

Interest Not Sure Disinterest Total

 

49 57 207‘ 313
15.9% 18.2% 66.1% 100%
61 44 178 283
21.6% 15.5% 62.9% 100%

The comparison above shows that 15.9% of United States students

are interested in police work as compared to 21.6% of Saudi Arabian

students, while 66.1% of United States students feel disinterested

as compared to 62.9% of Saudi Arabian students. The difference,

however small it may seem, gives an indication of how Saudi Arabian

' students value the police work by reflecting their interest in it.

124
Question 15 asks: Do you think you are<§0§iifie§>to become
a policeman if you wanted to?

Undecided
Agree Don't Know Disagree Total

 

United States
Students:

Number
Percent 58.5% 21.5% 20.0% 100%

 

Saudi Arabian
Students:

Number 185 43 55 283
Percent 65.4% 15.2% 19.4% 100%

 

Conclusion. More students in Saudi Arabia feel they are

 

qualified to become policemen by showing a tendency to favor police
work.

Question 16 asks: Do you think you would be wasting your

/

,4...

talents and abilities by entering police work as a career?

Undecided
Agree Don't Know Disagree Total

 

United States
Students:

Number
Percent 41.1% 22.4% 36.5%

 

100%

Saudi Arabian
Students:

Number 78 48 157 283
Percent 27.6% 16.9% ’55.5% 100%

 

125

Another interesting point of view appears here in contrast to
the generally accepted notion of low police prestige as looked upon
by students in the United States. Of the students in the United
States, 41.1% agree that entering police work is wasting one's talents
and abilities as compared to 27.6% of Saudi Arabian students who felt
that way. While 36.5% of the United States students disagreed with
this notion, 55.5% Saudi Arabian students disagreed.

Question 17 asks: Do you consider police work a challenging

 

 

 

profession?
Undecided
Agree Don't Know Disagree

United States
Students:

Number

Percent 63.3% 16.6% ‘ 20.1%
Saudi Arabian
Students:

Number 83 87 113

Percent 29.3% 30.7% 40%

The above comparison shows that more United States students
(63.3%) feel that police work is a challenging profession compared
to only 29.3% of the Saudi Arabian students. While only 20.1% of
the United States students disagree, 40% of the Saudi Arabiansfelt

that way. Analyzing the figures in question numbers 16 and 17, the

126

reader may notice that there were 27.6% of Saudi students who disagree
with the idea that entering a police career is wasting one's talents
while 40% agree that police work is not a challenging profession.

This may seem to show some kind of inconsistency, but the fact is,
according to my background and experience as a police officer, that

a high school graduate can get more money when choosing another field
than in a police job. For example, when a student completes a two

and a half year police college course after high school, he gets a
rank of second lieutenant while a student with a regular four year
college degree can get the rank of first lieutenant, or its equivalent
in pay, at any other government job.

Therefore, the positive viewpoint held by students of a
position with the police is actually its social prestige--and the
opportunity to help others--NOT for its economic Opportunity or that
it is a challenging profession.

Question 18 asks: Do you think a police career offers a good

chance to help people?
_ _ :x”

127

 

 

 

Undecided
Agree Don't Know Disagree

United States
Students:

Number

Percent 73.7% 16.2% 10.1%
Saudi Arabian
Students:

Number 256 l4 13

Percent 90.5% 4.9% 4.6%

This comparison shows a large percentage of the Saudi Arabian
students feeling that a police career offers a good chance to help
peOple as compared to 73.7% of the United States students who felt
this way.

Question 21 asks: Do you think police work offers good

opportunities for adyancemeht?

 

 

 

Undecided
Agree Don't Know Disagree

United States
Students:

Number

Percent 33.6% 40.4% 26.0%
Saudi Arabian
Students:

Number 145 101 37

Percent 51.2% 35.7% 13.1%

128

Conclusion. Over 51% of the students in Saudi Arabia viewed

 

police work as offering good Opportunity for advancement as compared
to 33.6% of the students in the United States.

Questions 20 and 22 in Mr. Benson's questionnaire deal with
police discrimination against minority groups in the police depart-
ment. Therefore these were not used in Saudi Arabia for they do not
apply.

Question 23 in Mr. Benson's study is the same as Question 22
in the Saudi Arabian study. The question asks: What do you consider

the most attractiie aspect of a police career?

 

 

United States Saudi Arabian
Students Students

A chance to help other 45.3% g 55.5%
Interest and excitement 19.2% 6.0%
Importance of the job 15.0% 22.3%
Authority and power 12.4% 10.6%
Good pay and benefits 4.2% 5.6%
Security 3.9% not included

From the above comparison there seems to be some difference in
perception concerning police work. A larger percentage of the students
in Saudi Arabia (55.5%) view police work as a chance to help others as
compared to 45.3% of the students in the United States who felt that
way. Also looking at the importance of the job itself, more Saudi
Arabians (22.3%) as compared to 15.0% of the United States students

were impressed with the importance of the job. Considering "interest

129

and excitement," the United States students were more interested in
this aspect (19.2%) than were the Saudi Arabians (6.0%). The 3.9%
reported for seeing police work as a source for security was not
included in this study which might be distributed among the other
five responses causing some minor increase in the percentage reported.
It should be noted that the 3.9% is small in itself and will probably
not make any difference when spread over the responses, but I felt
this point should be brought to the attention of the reader.
Reporting other findings of attitudes toward police concerning
students in the United States the following writers are mentioned:
1. Knowlton W. Johnson stated the following:
A. Of the youth in the lowest socio-economic status,
35% appear to have low attitudes toward police,
while only 34% of the youth in the highest socio-
economic status fell into the low category.
B. Of the low socio-economic status who have never
had a policeman be nice to them, 72% have low
attitudes, as compared to 53.3% of the youth
from the high status group. While youths who
reported that a policeman "had been nice to
them" 44.7% from low socio-economic status
group have low attitudes compared to 30.3% of the
high status level.7
2. Dr. Robert Portune (1971) while studying 1,000 students'

attitudes in a Cincinnati, Ohio, junior high school reported

that students' attitudes toward police are all directly

 

7Johnson, p. 47.

130

influenced either positively or negatively by their contacts
with the po1ice.8

3. Professor Donald Bouma (1969) found that only 8% of the
students thought they wanted to be policemen when asked
whether a job as a policeman was a "pretty good one for an
intelligent guy." He also found that race is the most
significant single factor associated with difference in
attitude toward police.9

4. Charles Lee Weirman (1970) found as reported in Benson's
thesis (1971) that Negro students are more negative toward
the police than white Students and that student feelings

toward police tends to become negative with age.10

Restatement of Hypotheses

 

After dealing with other findings concerning students' attitudes
in the United States and making the appropriate comparisons of these
findings with student attitudes in Saudi Arabia, it appears that the

first hypothesis stands in the affirmative. That hypothesis states:

 

8Portune, p. 92.

9Bouma, p. 47.

10Benson, p. 19.

131

1. The more homogeneous the society, the more

favorable is the general attitude of its peOple

toward the police.

Taking the students as a representative sample, the foregoing
findings both by this present study, and by others reported in it,
tend to support this trend. Especially when considering the race
factor, which seems, as Professor Bouma reported, the most "significant
single factor."

When looking at hypothesis two which states that:

2. There is no difference in attitude toward the

police between groups in higher and lower socio-

economic status.

As reported earlier the findings on this study showed that the
data does not suggest any clear trend for any significant difference
between various income group's attitude toward the police. Therefore
the findings support hypothesis number two.

Analyzing the data for hypothesis three which states:

3. There is a positive correlation between self-

reporting delinquency and an increase in

negativity of attitude toward the police.

The writer using Spearman correlation coefficients found that
rs for the first 10 questions (ATP) r5 = .2753 and p = .001 and for
questions 16 to 21 (ATPP) r5 = .2595 and p = .001 showing significant
correlation. This indicates that students reporting much delinquency

tend to have more negative attitudes toward the police than those with

less reported or non-reported delinquency. These findings support the

132

above hypothesis to stand in the affirmative contradicting what Dr.

Beggy reported earlier.

In reviewing the data for hypothesis four which states:

4. There is no correlation between academic performance
as measured by gradepoint average and attitude

toward police.

The data using Spearman correlation coefficients for both ATP

and ATPP were as follows:

ATP with grade point rS

p:

ATPP with grade point rs

p:

.453
.224
.0113

.425

This data shows no significant correlation. A possible

explanation as mentioned before is that the average grade point

reported was 80.77 which might seem to the reader to be a little high.

But it should be kept in mind that the study was done during the last

week of final examinations for senior high school students who can't

get into the college or university of their choice unless they obtained

a grade of 80 or more. Also for those who like to be chosen to study'

abroad a grade of 80 or better is required.

There‘is no hard data, but the impression given to me by

educators in Saudi Arabia, is that the 80.77% figure is roughly

representative of population figures.

CHAPTER V

SUMMARY AND CONCLUSION

Summary

The Problem

 

Today, with advanced technology, human interaction, that is,
face to face communication, becomes one of the most difficult prob-
lemsfacing the individual human organism. Organizations deal mostly
with figures and data. Government officials deal with summarized
and condensed information. Schools deal with computers and mechanical
devices to solve their problems. Society, as a whole, becomes lax
and indifferent about its values and conventional adherence to human
principles, due to much emphasis on material values over its human
values. What is left for the individual is his feeling of loneliness,
anxiety, and frustration. The consequences of these feelings, of
course, are seeking other alternatives to achieve security, self-
importance, and a sense of belonging. Striving to achieve these‘
proper and legal ends, if society fails to help him secure them, the

individual sometimes finds them through illegal means, crime, deviant

133

134

behavior, and violence. It is at this point that society may realize
it faces a problem, a social one. What it has forgotten is its con-
cern for the individual human being who along with others composes

the society. The person and the world he lives in are unitary, a .
structural whole; self implies world and world implies self. Beger
and Luckman said “. . . the relationship between man, the producer,
and the social world, his product, is and remains, a dialectical one.
That man (not, of course, an isolation but in his collectiveness)

and his social world interact with each other. The product acts

upon the producer."1 It is clear from this statement that interaction
between man and his social world is a necessary and important one in
order to maintain, achieve, and get an organized social system. Once
a breakdown of communication in society or any other organization
occurs, a disorganization and confusion in the system are the result.
Ignoring the individual as a contributing factor to his social setting
is treating him like a cog in a big wheel. No society can progress,
achieve its national or international goals without paying attention,
a personal kind, to its individual, regardless of his race, color, or
creed. Social control cannot be maintained when a few people make

the decisions for the masses. Law and order will not be respected

 

1Edwin M. Schur, Labeling Deviant Behavior, Its Sociological
Implications (New York: Harper and Row Publishers, 1971), p. 119.

135

when it is applied to and enforced only on the minorities. As Max
Schelar said, "Social bonds and roles have an important effective
structural basis reflected in personality."2

These social bonds and roles should be applied to everyone
equally and justly in order for the individual to feel and sense the
equality that God gave to him in regards to his other fellow man.
Therefore, in order to ask the individual to be just in treating
other people, the law through its enforcers, should be just in treating
him in the first place. How peOple view the justice of the law is best
described in their reaction to the police who are given the authority
to enforce it.

This attitudinal outcome is the most important factor, and yet
the hardest to measure, in determining the citizens trust and confidence
in their police in particular and their social system in general.

Social system or social structure when looked at in different societies
is not constant. It varies from one society to another. One society
may have a close kinship structure, while another has loose and lax
family relationships. It is this situation which this present study

is mainly concerned with, that is, looking at a society, on the one

hand, where people are tied together with close kinship, that is to

say, family first, relatives, community, and society as a whole.

 

2Ibid., p. 121.

136

That society has common values, beliefs, one race, one religion, and
one language--in other words a "homogeneous society." And, on the I? 2
other hand, taking a differentiated society with mixed race, religion,
and national origin, forms a "heterogeneous society." The writer
looked at Saudi Arabia as an example of the homogeneous society and
the United States as a heterogeneous society. The purpose of these
two extremes was to find out if people in the first case viewed their
police in the same way as did the people in the second case. In other
words, do the attitudes of peOple in Saudi Arabia, taking students as

a representative sample, have more favorable attitudes toward police
than American people, comparing previous research findings on students'

attitudes. That question is the critical theme of this study.

Hypotheses and Methodology

In this study, four hypotheses were formulated. The first one
was aimed to answer the project question, that is to determine whether
or not people in a homogeneous society have more favorable attitudes
toward police than those in the heterogeneous one. The second hypoth-
esis was to determine whether or not there exists a significant
difference in attitudes toward police between higher and lower socio-
economic levels in Saudi Arabia. The third one was developed to find

out if there is a positive correlation between self-reporting delinquency

137

by students and their increase in negative attitudes toward police.
Finally, a fourth hypothesis was formulated in order to see whether
or not there exists a correlation between academic performance as
measured by grade point average and attitudes toward the police in
Saudi Arabia. These hypotheses were used in null form in order to
facilitate the statistical analysis.

The research design was developed as a descriptive and
exploratory questionnaire format study. It was divided into three
parts.

The first part contained questions concerning the individual
respondent, demographic data, such as family background, family
income, father's job, age and grade point average. This part was
adapted with some modification from John Snyder's thesis in 1972.

The second part of the questionnaire consisted of eight
questions using Nye-Short, self-reported delinquency, after modifi-
cation deemed necessary to fit the societal structure of Saudi
Arabia.

The third and last part was the attitudinal questions which
consisted of 36 questions and a last one for comments.

The first ten questions, ATP, are adapted with modifications
after Portune's and Benson's design. And the remainder were modified
in most parts and adapted from Bruce Benson's thesis, for the sake

of comparative analysis.

138

The sample population was selected randomly (see Chapter III).
Total pOpulation selected for the study was 344 students; the actual
return was 301 and further analysis reveals that 283 respondents were
to be the total cases for this study. Ages of sample range from 17
to 22 years, male senior high school students. Data was collected
and transferred onto data sheets which in turn were punched into
computer cards. Statistical analysis of data was performed in part
by computer (at Michigan State University Computer Center) and in
part manually.

The statistical tenchniques used were:

1. Descriptive statistics: frequency, mean, range, variance

and contingency tables were used for analysis of the data.

2. Inferential statistics: student t-tests were used to
compare mean scores between different groups. The chi-
square test of independence also was used when directional
alternatives seemed apprOpriate, tests were based on the
Spearman rank correlation coefficient (as shown in Chapter

IV):

 

e(Ri¥R) (SiJS)

 

e(R1.-R')2 t(S1.-'S')2

139

Conclusion

 

The results of this study indicate that the writer's four
original hypotheses as follows:
1. A homogeneous society has more favorable attitudes
toward the police than a heterogeneous one (Saudi

Arabia versus the United States).'

2. That there is no difference in attitude toward police

between higher and lower socioeconomic status levels.

3. That the more the person reported self-delinquency the

more negative his attitude toward the police.
4. That grade point average has no statistical significance
regarding attitudes toward police.

were confirmed and therefore accepted on the grounds of the following

findings.

Research Findings
The major findings which support the first hypothesis,
comparing Saudi Arabia and the United States, were as follows:

1. Students in Saudi Arabian society tend to have more

favorable attitudes toward police; the mean score

140

concerning the first 10 questions (ATP) was 34.678 as
compared to 26.80 in the United States, where higher

means show more positively toward the police.

Students in Saudi Arabia tend to look more favorably
on entering police work as a career. The percentage
for Saudi Arabia was 21.6% as compared to 15.7% for

the United States.

Of the Saudi Arabian students, 65.4% think they are
qualified to become policemen as compared to 58.5% of

the students from the United States.

More students in Saudi Arabia have more regard for police
work--55.5% disagreed that entering police work is wasting
one's talents and abilities as compared to only 27.6%
who agreed, while in the United States 36.8% disagreed

compared to 41.1% who agreed.

Saudi Arabian students think more of police work as
offering good opportunities for advancement (51.2%) as
compared to 13.0% who disagreed, while 33.6% of the
students from the United States agreed compared to 26.0%

who disagreed.

The

141

Saudi Arabian students view police work importance as
a chance for helping others (55.5%) as compared to the
student percentage in the United States of 45.3%.
Importance of the job itself comes second for Saudi
Arabian students (22.3%) compared to 15.0% for the
students in the United States. The second most
important category to the United States students was
"interest and excitement" (19.2%), as compared to

Saudi Arabian students (6.0%).

Race, as reported by other studies (Bouma, 1969, page
55) is the most significant single factor contributing
to negative attitudes toward police in the United

States.
non-comparative findings of this study follow:

Students with more self-reporting delinquency tend to
have negative attitudes toward police as compared to
students with less self-reported delinquency or non-
reported delinquency. This supports the third

hypothesis.

Family situations, that is, if the students live with

both parents or not, has no significant difference on

142

self-reporting delinquency. The same is true for

family income.

Grade point average has some significant correlation
where self-reported delinquency was computed through
the Spearman correlation coefficient. The result was
r5 = .1469, p = .007 indicating that students with

higher grade point averages tend to report less

delinquency.

As one would expect students who perceive their
parents', best friends', relatives', teachers', and
other friends' reactions to an expressed interest

in police work more positively, tend to exhibit more

interest in police work as a career.

Socioeconomic status has no significant bearing on
students' attitudes toward police in Saudi Arabia (which
supports hypothesis 2), while Johnson (1969) reported

that it did in the United States.

The father's occupation has no significant bearing on

self-reporting delinquency.

143

7. Grade point average has no significance in determining
students' attitudes toward the police in Saudi Arabia

which supports hypothesis number four.

8. A significant relationship was found to exist between
a person's attitudes toward police and the estimated
reaction of his parents, close relatives, best friend,
or friends, and teachers. In oiher words "significant
others" play an important role in shaping the individual's

attitudes and perceptions.

Discussion

 

It is not the intention of this writer when comparing attitudes
of Saudi Arabian students toward police with United States students to
show whether one country is better than the other. This intention was
ruled out without any reservations from the writer's mind, and I hope
the reader will do the same when looking at this study's results. The

sole reason for comparison was to show that when people are closely

\h‘

w...

associated with each other, personal interactionis encouraged, for-
mally and informally, personal concern and attention is the central
model for the family, unity between members is maintained, values

and beliefs are socially and ethnically shared, then variance and

144

diversity in attitudes and opinions on some issues (i.e., attitudes
toward police) are kept to a minimum resulting, almost, in similarity
and homogeneity of Opinions. For example, peOple in England look at
their police job as "preventive in nature" and essentially the police
there confine their activity to this role, (Manning, 1977). The

same notion is held by the Saudi Arabian public. But looking at the
other extreme of the case according to Dr. Peter Manning, "the
American police in the twentieth century converted their prime aim
from the prevention of crime or the absence of public disorder to
arresting and charging of criminals." He continues, “they transformed
the means into ends; arrests began to stand for success in maintain-
ing society and protecting its members. The crime rate became the
chief indicator of organizational and personal success for the American
urban policeman."3 A Canadian writer commenting on United States
policing systems said, "It is important to Canadian police to main-
tain a public identity distinct from that of law enforcement agencies
in the U.S.A. Law enforcement in the U.S.A. is facing a series of

crises that have no counterpart in this country."4

 

3Peter Manning, Police Work, The Social Organization of
Policing (Houghton: Michigan Institute of Technology, 1977), p. 19.

4A. M. Kirkpatrick and W. T. McGrath, Crime and You
(Ontario: Macmillan of Canada; MacLean-Hunter Press, 1976), p. 36.

 

145

Not only this shifting of American police activity constitutes ,
the problem of misunderstanding of the police role by the police them-
selves, but the public is not in agreement of what actually should be
the police role. "Faced with this diversity of conflicting interests
in a pluralistic society, the response to uncertainty, ritual and myth
becomes a means by which the police rationalize its own responses,"
said Dr. Manning. "By doing so,’I he said, "they [the police] respond
less to community interests and requirements." Again when the police
are faced with a paradox between what is formally expected of them by
the community they serve, about which sometimes consensus is not reached
on what their real job is, and what they possibly can do, the result
would be, as Dr. Manning said, "they will tend to retreat from a col-
lective definition of morality, the law and social order."5 When
this action of retreat becomes evident, both in theory and practice,
negative images of the police are created by the public and lack of
‘ support comes into play, resulting in crime, deviance and violence. !
This state of affairs causes fear, anxiety, frustration, and emotional
stress for the individual as well as for the society. This can be a
determining factor in distinguishing between the social organization
in a heterogeneous society such as the United States and a homogeneous

society such as Saudi Arabia.

 

5Manning, p. 313.

146

The ex-president of the United States, Richard Nixon, in a
position paper entitled, "Toward Freedom from Fear" cited the fact
that "in the last seven years while the population of this country
was rising some 10 percent, crime rose a staggering 88 percent." He
warned that,

if the present rate of new crime continues, the number
of rapes, robberies, assaults, and thefts, in the United
States will double by the end of 1972. . . . This is a
prospect America can't accept; if we allow it to happen,
the City Jungle will cease to be a metaphor. It will
become a barbaric reality, and the brutal society that
now flourishes in the core cities of America will annex
the affluent suburbs. This nation will then be what it
is fast becoming--an armed camp of two hundred million
Americans living in fear.

This fearful situation is far from being the case in Saudi
Arabian society. George Lipsky, the most recognized authority on
studying Saudi Arabian society, said, "the dominant relationship in
Saudi Arabian society is personal. Allegiance to Islam (the basic
law of the land), loyalty to the family and loyalty to the tribe are
the strongest bonds felt by most Saudi Arabians."7 These strong
social bonds contributed among others to the establishment of stability,

security, safety, and an orderly society with a respect for law and

authority. Nyrop and others said about Saudi Arabia,

 

6Bouma, p. 17.

7George Lipsky, Saudi Arabia,_Its People, Its Society and Its
Culture (New York: Hartford Press, 1959), p. 2.

147

According to foreign observers, police methods were
not considered cruel and had not aroused any general
resentment. In 1976 the country's prosperity and its
ability to provide for its citizens reinforced the
strong feeling of loyalty between the peOple and
authorities at all levels.8

Concerning the fear of crime, he said,
The establishment Of a strong central government sup-
porting the Islamic system Of justice combined with
the development of a dual system of harsh repression
of crime and swift and impartial justice, reportedly
has successfully suppressed the growth of a criminal

element. The incidence of crime was not publicly
known in 1976, but it was reported to be very low.9

Implications of the Study

Limitations

1. The study was conducted during the last two weeks of the
final examinations for senior high schools in the nation's
capital city, Riyadh, which might have had some impact

either on how they answered a question or on their mental

 

8Richard F. Nerp and others, Area Handbook for Saudi Arabia,
3rd ed. (Washington, D.C.: Government Printing Office, 1977),
pp. 340-345.

9Ibid.

148

ability to answer the questions at that particular time,
which may effect the output of answering the study

questions due to the stresSes of the examinations.

. 'The unreturned questionnaires, totaling 43 plus the

disqualification of 18 respondents for either non-
completion of the questionnaire or having exceeded the
age limit of the study (17-22 years), might have some
effect on the outcomes of the results had they been

completed and returned.

Due to the fact that this kind of study was administered
for the first time to Saudi Arabian students it might
have some bearing on the students' respones considering
the fact that it asked for their opinions about the

police.

The above factors (1-3) are assumed by the writer as a
precaution to be considered and accounted for in further

research studies, if they can be avoided.

Another factor should be noted about the comparison
between the students' attitudes in Saudi Arabia and the
United States is the fact that the age groups studied

were Older in Saudi Arabia than in the United States.

149

But this should be an advantage to the American students
when compared to older ages, otherwise the already
existing negative attitude could be more negative than
positive. It is widely believed that negativity toward
police becomes more evident with age (Weirman, 1970).
Also Dr. R. Portune reported that "when students leave
the ninth grade, their attitude toward police is
significantly less favorable than when they entered

the seventh grade."10

Generalization

The writer would take the position of drawing to the reader's
attention that any generalization which may be drawn from these

findings must be interpreted with respect to the following qualifiers.

1. The population sample was 30% of the total student

population in Riyadh.

2. Riyadh is the nation's capital which pOpulates more

students than any other city in the country.

 

10Portune, p. 33.

150

Riyadh is the largest city in the nation with a population
of one million. The largest second city has a population

of 700,000.

Riyadh lies in the center and heart of the country.

It is the place where the tOp government officials
including His Majesty King Khalid and His Royal Highness

Crown Prince Fahed reside.

Most job Opportunities and large businesses are located

and initiated in Riyadh.

Riyadh has more police personnel than any other city in
the country which makes citizens' contact with the police
more valuable and makes police behavior and actions more

readily observable.

APPENDIX

APPENDIX A

QUESTIONNAIRE IN ENGLISH

QUESTIONNAIRE

Part I. Factual Data

. INFORMATION SHEET

PERSONAL

Please remember, all information in this questionnaire will

be treated as confidential.

1. Your age:
2. Your grade point:
3. Are your parents living?

1. Both living 2. Only father living

 

3. Only mother hving 4. Neither living

 

4. Are your parents divorced or separated?

yes No

 

 

5. Do you live with:

1. Mother and father

 

2. Mother and stepfather

 

3. Mother

 

4. Father and stepmother

 

151

152

5. Father

 

6. Other (write in)

 

6. Fathers job is:

Government employed;

 

 

 

l. Civilian 2. Military
3. Police Officer 4. Self-employed - his own
business 5. Company employed

 

 

6. Other (please specify)

 

7. Your annual family income is:

1. SR40,000 or more

 

2. SR20,000 - 39,000

 

3. SR10,000 - 19,000

 

4. Less than SR10,000

 

153

Part II

Self-Reported Delinquency

\

INCIDENT SURVEY

Most of us have done at least a few things which might be considered
wrong. On this part of the questionnaire we would like you to check
the number of times you have done each of the things listed. Remem-
ber, all your answers will be held in strictest confidence by our-
selves. No one else will ever see your answers. Please read each
item carefully and then circle the number of times (if any) you have

done this sort of thing.

1. Drive a car without a driver's license or permit?

(1) Very often (2) Several times (3) Once or twice (4) Never

2. Skipped school without a legitimate excuse?

(1) Very often (2) Several times (3) Once or twice (4) Never

3. Run away from home?

(1) Very often (2) Several times (3) Once or twice (4) Never

4. Defied your parents' authority to their face?

(1) Very Often (2) Several times (3) Once or twice (4) Never

5. Taken little things (worth less than $2.00) that didn't belong to
you?

(1) Very often (2) Several times (3) Once or twice (4) Never

6.

8.

154

Taken things of medium value (between $2.00 and $50.00)?

(1) Very often (2) Several times (3) Once or twice (4) Never

Purposely damaged or destroyed public or private property that did
not belong to you?

(1) Very often (2) Several times (3) Once or twice (4) Never

Getting into fights or quarreling with others?

(1) Very often (2) Several times (3) Once or twice (4) Never

155

Part III

ATTITUDINAL DATA

FOR EACH QUESTION, PLEASE CIRCLE THE LETTER IN FRONT OF THE

ONE ANSWER YOU BELIEVE IS BEST.

1. People would be better Off without the police.

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

(”bum-d
o o o o o

2. The police are mean.

1. Strongly agree.

2. Agree.

3. Undecided.

4. Disagree.

5. Strongly disagree.

3. If you needed a policeman's help, would you ask for it?

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

(BROOM—4

4. Being a policeman is a good job for a capable and intelligent guy.

Strongly agree.
Agree.

Undecided

. Disagree.

Strongly disagree.

m-wa—J
O O C O

156

Policemen are pretty nice guys.

m-wa—a

The

(J'T-Db(aiJl\)-J

The

(fl-wad

The

macaw—4

Strongly agree.
Agree .

Undecided.
Disagree.

Strongly disagree.

city would be better off if there were more policemen.

Strongly agree.
Agree

Undecided
Disagree.

Strongly disagree.

police get criticized too often.

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

police accuse you of things you didn't even do.

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

Policemen are unfair with their dealings with young peOple.

01-5de

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

10.

11.

12.

13.

14.

157

The police think they are "big shots" because they wear a uniform.

01-5de

Strongly agree.
Agree.

Undecided.
Disagree.

Strongly disagree.

00 most of your friends think the police are pretty nice guys?

mth—J

Yes, definitely.
Yes.

Don't know.

No.

No, definitely.

Do your friends think that people would be better off without
the police?

mbWNd

Yes, definitely.
Yes.

Don't know.

No.

No, definitely.

00 most of your friends feel the police get criticized too

often?

1. Yes, definitely.
2. Yes.

3. Don't know.

4. No.

5. NO, definitely.

Which of the following best describes your career plans at this
time concerning police work?

mth—o

I definitely plan to become a policeman.

I might someday consider a possible career in police work.
No idea whatsoever.

I probably will never enter a police career.

I am certain I will definitely never enter a police career.

15.

16.

17.

18.

19.

158

Do you think you are qualified to become a policeman if you
wanted to?

01-5de
0 a o o 0

Yes, definitely.
Yes.

Don't know.

No

No, definitely.

Do you think you would be wasting your talents and abilities
by entering police work as a career?

(”DOOM—4
o o o o 0

Yes, definitely.
Yes.

Don't know.

No.

No, definitely.

Do you consider police work as a challenging profession?

1. Yes, definitely.
2. Yes.

3. Don't know.

4. No.

5. NO, definitely.
Do you think a police career offers a good chance to help
people?

1. Yes, definitely.
2. Yes.

3. Don't know.

4 No.

5. NO, definitely.

DO you think a career in police work is a good way to personally
attack other people abusing their authority?

m-th-d

Yes, definitely.
Yes.

Don't know.

NO.

No, definitely.

20.

21.

22.

23.

159

If the police needed your help, would you do it?

1. Yes, definitely.

2. Yes.

3. Don't know.

4. No.

5. NO, definitely.

Do you think police work offers good Opportunities for
advancement?

1. Yes, definitely.

2. Yes.

3. Don't know.

4. No.

5. No, definitely.

What do you consider the most attractive aspect of a police
career?

1. Interest and excitement.

2. Authority and power.

3. Chance to help others.

4. Good pay and benefits.

5. Importance of job itself.

Which of the following would be most important in discouraging
you from entering a police career?

Noam-puma
O O O O O 0

Low pay.

Low prestige.

Poor advancement opportunities.
Dangerous work.

Poor working conditions (hours, etc.).
Police represent the Establishment.
Not discouraged at all.

How do you think the following persons would react if you expressed
interest in becoming a policeman?

24.

25.

26.

27.

28.

29.

160

Your best friend:

He would strongly approve.

He would approve.

Not sure.

He would disapprove.

He would strongly disapprove.

01%de

Your other friends:

They would strongly approve.
They would approve.

Not sure.

They would disapprove.

They would strongly disapprove.

01wa“

Your parents:

They would strongly approve.
They would approve.

Not sure.

They would disapprove.

They would strongly disapprove.

0145de

Your close relatives:

They would strongly approve.
They would approve.

Not sure.

They would disapprove.

They would strongly disapprove.

m-wad
on on 0

Your favorite teacher:

1. Strongly approve.

2. Approve

3. Not sure.

4. Disapprove.

5. Strongly disapprove.

DO you have any individual police officer as a personal friend?

1. Yes.
2. No.

30.

31.

32.

33.

34.

35.

36.

161

DO you have any relatives in police work?

1. Yes.
2. No.

Are you, or have you ever been, a Police Cadet, Community Service
Officer, or Police Service Officer?

1. Yes.
2. No.

Do you drive a car?

1. Yes.
2. No.

Have the police ever asked you questions because they said you
did something wrong (not counting traffic violations)?

1. Yes.
2. No.

What is your general opinion of the value of the Police-Public
Relations Program on TV, as far as benefit to the community is
concerned?

Very worthwhile and beneficial for people.

Somewhat beneficial.

Has no worth or value for peOple.

I am not familiar with the Police-Public Relations Program.

wa—J

The program time should be:

1. Stay the same.
2. Increased.

3. Decreased.

4.

I don't know.
The topics of the TV Public Relations Program should be:

Changed a little.
Changed completely.
I don't know.

Stay the same.

«#de

162

37. Please use this space to make any comments you may feel are
apprOpriate.

This concludes the questionnaire. Thank you for your patience
and your cooperation. It is hOped that the opinions you have expressed
will lead to greater understanding of how young adults feel about the
police, and possibly produce much needed solutions to relevant problems

in this area.

APPENDIX B
LETTER AND QUESTIONNAIRE

IN ARABIC

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APPENDIX C

OTHER FINDINGS

OTHER FINDINGS

Concerning police public relations TV programs in Saudi Arabia
of the 283 respondents.

l.

10.

ll.

12.

ll7 students reported that the program is worthwhile
and beneficial for people.

l16 reported it is somewhat beneficial.
32 said it has no value for people.

l8 only reported that they are not familiar with the
program.

l3 said that the program time should stay the same.
l65 said the time should be increased.

39 said the time should be decreased.

6 only said they don't know.

l92 said that the program topics should be changed a
little.

39 said that the program topics should be changed
completely.

32 said that they don‘t know much about the topics.

20 said that the program t0pics should stay the same.

Interesting findings in relation to social conformity and family

respect.

1.

Students were asked if they had experienced running
away from home.

170

171

a. 3 said several times.
b. 15 said once or twice.
c. 265 said never.

When asked if the student defied his parents' authority
to their face.

a. 6 said very often.

b. 19 said several times.
c. 65 said once or twice.
d. l93 said never.

When asked about taking little things (worth $2.00).

3 said very often.

5 said several times.
l5 said once or twice.
260 said never.

(DOUG!

When asked about taking things of medium value (between
$2.00 and $50.00).

l said very often.

2 said several times.
8 said once or twice.
272 said never.

CLOUD!

BIBLIOGRAPHY

BIBLIOGRAPHY

Almond, Gabriel A., and G. Bingham Powell, Jr. Comparative Politics,
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Almond, Gabriel A., and Sidney Verba. The Civic Culture; Political
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Anderson, J. N. Islamic Law in the Modern World. New York:
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Arnold, Sir Thomas, and Alfred Guillaume. Legapy_of Islam. London:
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Babbie, Earl R. The Practice of Social Research. Belmont, Cali-
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Black, Donald J., and Albert J. Reise, Jr. Studies of Crime and Law
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Bouma, Donald H. Kids and Cops; A Study in Mutual Hostility.

Grand Rapids, Michigan: William B. Eardmans Publishing
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Brandstatter, A. F., and Louis Radelet. The Police and Community
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Buckley, George E. The Democratic Policeman. Boston: Beacon Press,
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Caulson, N. J. A History of Islamic Law. Edinburgh: R. and R.
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172

173

Davis, Nanette J. Sociological Construction of Deviance, Perspectives
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Dunipace, Robin, Editor. The Kingdom of Saudi Arabia. Stacey
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Gardner, John W. Self Renewal, the Individual and the Innovative
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Haire, Mason. Modern Organizational Theory. 4th printing. New
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Hidayatullah, M. "The Role of the Koran in the Development of the
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Hiroshima, Hussein J. The Road to Holy Mecca. Japan: Kodansha
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Kenney, John P. PhD. Police Administration. Springfield, Illinois:
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Kirkpatrick, A. M., and W. T. McGrath. Crime and You. Macmillan
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Lee, Gary R. Family Structure and Interaction, A Comparative
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Lipsky, George. Saudi Arabia, Its Peeple, Its Society, and Its
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Manning, Peter. Policework, the Social Organization of Policing.
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Portune, Robert. Changing Adolescent Attitudes Toward Police.
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Preiss, Jack, and Howard Ehrlich. An Examination of Role Theopy:
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174

Radelet, Louis A. The Police and the Community, Studies. Criminal
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Radelet, Louis A. The Police and the Community. Criminal Justice
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Radelet, Louis A., and A. F. Brandstatter. The Police and Community
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Roy, M. N. The Historical Role of Islam. Calcutta, India: 8. M.
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Schur, Edwin M. Labeling Deviant Behavior,_Its Sociological
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Shaffer, Jerome A., Editor. Violence, Award-Winninngssays in the
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Smith, W. C. Islam Confronted by Western Secularism: Islam in the
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Selltiz, Clair, et a1. Research Methods and Social Relations. New
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Siddiqui, Najatullah M. Moral Bases for Islamic Personal Law: In
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Strecher, Victor G. The Environment of Law Enforcement, A Community
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The American College Dictionary. New York: Random House, 1963.

Wilson, James 0. Varieties of Police Behavior. 3rd Printing, Harvard
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175

PERIODICALS

Giordano, Peggy C. The Sense of Injustice; for Analysis of Juveniles'
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Harlow, Eleanor. Problem in Police Community Relations. Information
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Hillgren, J., R. Bond and Sue Jones. Primary_$tressors in Police
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Nelson, A. Watson, and James W. Sterling. The Police and Their
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Time Cover Story. The Youth Crime Plague. Chicago, Illinois: July
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Wirths, C. G. The Development of Attitudes Toward Law Enforcement.
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GOVERNMENT MATERIALS

Ministry of Information Publication, Saudi Arabia. Produced by the
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Nyrop, Richard K., et al. Area Handbook for Saudi Arabia. 3rd
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Saudi Arabian Government. Voyage of Peace. King Faisal's Speech.
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1969.

 

 

T76

Uniformed Officers' Code for All Commissioned Personnel. Saudi
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Al—Mouallini, Yahiya A. "A Pr0posed Re-Organization of Saudi
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Basha, Bakri. "Islamic Law and Its Effect on the Police Administration
in Saudi Arabia." Unpublished Graduate Paper, presented to
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Benson, Bruce. 'An Exploratory Case Study of Youth Attitudes Toward
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177

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