Abstract
Throughout American law enforcement history, a persistent pattern has emerged, emphasizing marginalized groups. This emphasis extends to higher education, notably seen in the proliferation of Terrorism and Homeland Security courses post-9/11 in criminology and related fields. These courses predominantly focus on the ‘Islamic threat’ to America, reflecting broader biases in counter-terrorism policies. Such biases overlook other forms of terrorism, especially right-wing extremism. We analyzed 382 syllabi from American higher education institutions to assess this bias. Our analysis reveals a concerning prevalence of misinformation in these courses. Educators hold a pivotal role in rectifying this imbalance, shaping the perceptions of future criminologists. Addressing this bias is crucial to providing a comprehensive understanding of terrorism threats and acknowledging all forms of extremism equally. It underscores the urgency for educators to present accurate and inclusive portrayals of terrorism in their curriculum.
Published Version
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