Educating and training culturally competent peace officers: challenges and opportunities of the Minnesota model

Abstract

Abstract Minnesota has garnered national attention as the epicenter of significant policing problems, most notably following the tragic death of George Floyd in Minneapolis in May 2020. In the wake of this incident, cultural competency, characterized by an understanding and appreciation of cultural differences and the ability to interact effectively across diverse cultural backgrounds, was positioned as essential for contemporary policing. Minnesota State, a system of 26 colleges and seven universities with 54 campuses, educating 86 % of the state’s law enforcement officers, in turn, initiated a Taskforce on Law Enforcement Education Reform to promote this idea. This article situates Minnesota State’s reformative measures within broader police reform efforts in Minnesota, highlighting the unique role that higher education institutions play as catalysts for change. The article critically examines the “Minnesota model” of peace officer education and training, questioning the necessity of a college degree for police work and exploring how degrees impact policing outcomes. The challenges of implementing systemic change within higher education institutions are then juxtaposed with the opportunities they present for creating a new generation of peace officers equipped to serve with cultural savvy. The article offers insights into the complexities of systemic change in police education, emphasizing the role of higher education in achieving a more equitable and just society through the development of culturally competent peace officers.