Race, Crime and the Justice System

This assignment delves into the intricate relationship between race, crime, and the justice system. It requires students to analyze various theories explaining this connection, explore relevant legislation like the Lammy Report and its implications, and critically examine the societal impacts of racism within the criminal justice system. Sources provided offer insights into historical context, research findings, and key debates surrounding this crucial topic.

RESEARCH PROPOSAL
BLACK MINORITY ETHNIC EXPERIENCES AND
PERCEPTIONS OF RACE HATE CRIME in
Wrexham
Contents Page
Title
Acknowledgements (not included in word count)
Abstract (approx. 200 words)
Concise summary of project
Background literature (approx. 2,000 words)
Key issues (substantial and theoretical) to be covered in the review, with
references
Methods (Approx. 1800 words)
Research design
Sample and recruitment
Research tools
Data analysis
Ethics

Findings (negotiable in quantitative studies but otherwise approx. 2000 words)
Set out findings – with evidence from the data
Discussion and conclusion (approximately 2000 words)
Highlight your key findings
Discuss limitations of the research
Discus how findings resonate with the literature
Discuss any implications for practice
Ideas for future research
References (not included in word count)
Appendices (not included in the word count)
As usual you should submit your work with the required mark sheet which in this
module is amended so you can evidence attendance at supervision sessions:
All work must be submitted through turnitin
BA C&CJ Assessment Front Sheet – 2015/2016 Year 3 Research project
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completed by student -----
Student Number:
Project Deadline

Module Title & Code Dissertation Soc663
Word Count
Supervision meetings
I attended
Meeting Date
1
2
3
4
5
6
IMPORTANT Declaration
In submitting this project I
confirm that this is the
product of my own work
and I am aware of and
agree to abide by the
University's regulations
concerning plagiarism.
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First marker
Second marker
Agreed mark
1. PRESENTATION
I) Layout, Word Count, Page Numbering, Type set, Spacing,
ii) Referencing, Quotations, Bibliography,
iii) Sentence construction, Paragraphs, Writing style, Spelling, Punctuation
Commentary
2. SELECTION OF MATERIAL
i) Extent and use of sources
ii) Acknowledgement of sources (referencing)

Commentary
3. PLANNING & STRUCTURE
i) Intro, and conclusion
ii) overall organisation of material
Commentary
4. CONTENT
I) Knowledge and understanding
ii) Critical analysis/discussion
Commentary
Summative Comments
Declaration
Acknowledgements
Abstract
Introduction
Literature Review
Methodology

Findings
Discussion
Conclusions
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Bibliography
Declaration
I Lydia Munawa hereby certify that:
• This project is my own work
• I have referenced and credited all sources
• No part of this piece of work has been submitted towards a previous
assessment task
Signature: Date:

Acknowledgements
I would like to thank my Dissertation supervisor, Dr, Caroline Hughes for support and
academic guidance in the production of this research…………………………

Abstract (200 words)

Introduction

Literature Review (2000 words)
Bhavani et al., (2006) argue that historically and currently individuals were and are
still being discriminated against on the grounds of skin colour, bodily features or
cultural practices. It is only relatively recently that the idea of ‘race’ has emerged as a
revealing device justifying such differentiation (Bhavani et al., 2006). Shah (2010)
suggests that racism may be defined as the belief that abilities and characteristics of
people can be recognized simply from their membership of a certain social or ethnic
group. However, Chakraborti (1990) defines racism as, a set of beliefs or a way of
thinking within which groups are identified on the basis of real or imagined biological
characteristics, for example, skin colour, and are subsequently viewed in negative
ways. It is therefore claimed that, certain groups, identified as ‘races’, ‘ethnic
minorities’ or by some more abusive labels, share characteristics, attitudes, abilities
and a propensity to certain behaviour (Chakraborti, 1990).
The Macpherson Report (1999) supported the contention that the emergence of the
term ‘racism’ reflects the changing nature of relationships between ethnic and
cultural groups. At the end of the 19th Century, Lambrosso (1876, p.??) forwarded a
scientific theory in his book Criminal Man which asserts that, savages and coloured
races share most characteristics found in habitual delinquents and these were
identified by their physical features such as low cranial capacity, receding foreheads,
darker skins, curly hair and large ears. These so called ‘inferior’ traits were then (and
subsequently) ascribed to racially ‘other whites’, for example, those of Irish or Jewish
extraction in an attempt to relate such groups with negative stereo-typical behaviours
associated with Black & Minority Ethnic (BME) groups as well. In general terms,
racism tends to assume that some groups are superior to others and Katz (1978)
argues that racism may be simply defined as ‘Prejudice + Power’. If this relationship
is accepted then there is an inherent suggestion that to be a racist, a person must
occupy or have access to a position of power and knowledge (Fucault date,)
Conflicts over interpretation are often complex and nuanced and Macpherson (1999
[a]) argues that people can be unintentionally racist, as stereotypes can become
embedded in society and that as a consequence, racism can be damaging in a more

elusive form rather than any random individual exhibiting specific immediately
identifiable characteristics of racism. Nevertheless, in its overt form, racism
incorporates issues of conduct, the use of language or practices which disadvantage
people based purely on their colour, culture, nationality or ethnic origin (Macpherson,
1999 [b]). However, Mason (2012) suggests that although the terms racism and
racist can be used as subjective instruments to challenge and resist forms of
inequality, injustice and violence, such practices are almost exclusively used by
those in power. The United Kingdom (UK) is amongst the leading first world nations,
which espouses a dynamic multicultural approach to its social policies, although it
may be claimed by Malik (1998) for example, that this is as a consequence of its
historical colonial past. The term multicultural society often refers to one which
incorporates many different racial and ethnic groups (Constantine, et al., 2007) and
when compared to other nations, the UK has undergone a significant transformation
and growth of its ethnic population, which has subsequently flavoured many of its
communities. This transformation has presented wide-ranging responses from
appreciation and celebration of diversity to voiced prejudice which has (and
continues to) point out differences in and between communities.
Bowling and Phillips (2002) explored the concepts proffered by the philosophers of
the European Enlightenment, the ascendancy of science and reason within the work
of writers such as Hume, Kant and Hegel. They have suggested that race was seen
as a way of distinguishing the cultural superiority of white Europeans from the
barbarism associated with non-whites outside Europe, a view that became
entrenched during the expansion of the transatlantic slave trade over the course of
the seventeenth and eighteenth Centuries (Bhavani et al., 2006). Between the
nineteenth and twentieth centuries this theory was mirrored by that of the Eugenics
movements which sought powerful control predicated upon the concept of the ‘purity
of races’ and enforcement of racial segregation was further propagated through laws
which distinguished between groups not rooted in morals or ethical considerations or
even notions of justice but by a simple belief in the superiority of certain social and
biological groups.
However, it is the development of the post-Second World war context of the
contemporary race agenda which has developed the most significant implications

(Baylis, Smith and Owens, 2017). Hiro (2002) states that the 1960’s doubling of
incursions of migrants from Asia and the Caribbean changed the demographic profile
of the United Kingdom (UK). However, Bowling and Phillips (2002) argue that it is the
migration of former Commonwealth countries that appeared to have brought about
the race relations issues. On the one hand Gadd (DATE) suggests that the Home
Office publication of racial attacks was the trigger in the history of criminological
research on racially motivated crime. However, Iganski (1999) argues that the
consistent rise in the number of racist incidents reported to the police across
England and Wales in the 1990’s called for changes in legislation. Bowling and
Phillips (2002) argue that it was after the 1958 Nottingham and Noting Hill
disturbances that triggered the association of race politicisation with crime resulting
in impetus legislation that shamelessly highlighted differences between white rights
and non-white settlers.
Many issues pertaining to race and ethnicity and a potential correlation to criminal
tendency have been researched by Wade (2017), Andrews and Bonta (2014) and
Hurley, Jensen, Weaver and Dixon (2015). For example, Dorfman and Schirald,
(2001) state that there are two main difficulties in interpreting statistics to establish
whether BME groups are discriminated against or racist incidents under reported in
the UK CJS. Firstly, the area remains under-researched and second, consistent
misrepresentations of BME groups exist within the CJS (Bowling and Phillips, 2002a,
2002b; Home Office, 2003). This causes a continuing challenge for the UK and many
other countries facing diversity-related issues, particularly where the violation of
Human Rights allows racism to flourish. Hall et al. (1998) argue that there is
persistency in racial stereotyping, which impacts on law enforcement expectations
and behaviours. Racial discrimination in the CJS exists when the proportion of a
racial or ethnic group within the control of the system is greater than the proportion of
such groups in the general population (Leinfelt, 2006). The reasons behind such
inequalities are wide-ranging. For example, police may focus on certain groups, and
legislative guidelines may favour the majority rather than minority groups. Unlawful
or unauthorized racial inequality in law enforcement approaches are often caused by
the disparate management of similar situations depending on ethnicity (Race
Relations Act 1976) Racism has therefore become an increasing interest to
politicians, journalists, law enforcement and researchers resulting in it

overshadowing alternative strands of hate crime.
However, it is only relatively recently that the Criminal Justice System (CJS) has
begun to focus upon the experiences of victims of race crime (Lowe and et. al.,
2015). Racist victimisation, regardless of the massive levels of hate crime, has been
directed towards minority ethnic communities from the Second World War 2 (Bowling
and Philips, 2002). By the late 1970’s this was becoming more fully acknowledged
but legal actions at the time were restricted. Bowling and Philips (2002) argue that
improvements have been made over the passage of time however, retrospective
criminal cases are unlikely. Both Bowling and Phillips (2002) and Hall et al., (1978)
have described this era as among the most viciously racist periods in British
domestic history due to BME groups being viewed as threat to the majority. They
discuss depictions of minority communities as exhibiting disorderly
characteristics with little attention given to the experiences of victims of racist
hate. Even when the fractious relationship between the police and black
communities collapsed with the outbreaks of public disorder, such as rioting
during 1981 in St Paul’s, Brixton, Toxteth, explanations for this disorder gave
relatively little consideration to black experiences of oppressive policing and of
social and economic exclusion REF- Hall et al?.
The public inquiry into the Brixton riots chaired by Lord Scarman (1981)
acknowledged problems of minority ethnic deprivation and disadvantage.
However, Scarman (1981) stopped short of explicitly detailing black community
grievances, and did not highlight their experiences of racist stereotyping and
oppression. The inquiry also failed to prevent the potential recurrences of riots,
which occurred in areas such as Handsworth in Birmingham and the Broadwater
Farm Estate in London during 1985. Crucially, the Scarman Report did not
accuse the Police Service of being institutionally racist, instead relating police
failings to a small group of ‘bad apples’ choosing to explain the problem of racism
as a minor issue involving only a small and isolated number of low-ranking
prejudiced officers.

Consequently, the Scarman Report (1981) lead to the introduction of the Police
and Criminal Evidence Act (1984) bringing about some of the key policing
concerns of minority ethnic communities that persisted. This included the feeling
that the police did not take racist victimisation seriously; that minority ethnic
communities were disproportionately targeted by officers for ‘stop and search’
procedures; and that the organisation itself was racist and was populated by
racially prejudiced officers (Tyler, 2010). Hall et al., (1978); Bowling and Phillips
(2002) both the evidences suggests that depictions of the BME groups tended to
be framed mainly in terms of their disorderly characteristics, with little attention
given to their experiences as victims of racist hate crime.
Macpherson Report and the Stephen Lawrence Case
This is in context to the hate crime as an incident constituting a criminal
offence professed by a victim after being driven by hatred or partiality. It is specially
on referring to the case of a 20-year-old young boy named Stephen Lawrence who
was killed in a racist attack. Although, there existed a close inquiry of this case,
followed by his parent’s complaints and strict campaigning of black’s suffering from
the act of racism for a very long time (McGarry and Walklate, 2015). The
investigation carried out by Macpherson proposed a new term of institutional racism
that caught the nation’s attention along with many involved people with a special
attention of the institutional bodies. He not only emphasised upon some previously
done cases in the past where more such young people were killed by the racist
attackers. In the presently investigated case of Stephen, Macpherson revealed some
wrongful attempts of the involved police officers who were looking out Stephen’s
case. The presented report not only blamed one or two officials but proved it to be a
systemic and pervasive issue. This report has presented a series of methods that
would help the police authorities to focus upon a greater control over the public.
It was with a major focus on protecting the right of the victims who have
reported facing some sort of criminal act with a special context of covering the
racisms related offences. It was with an additional consent of applying the freedom
of data as well as race relations statute onto the police officials (Herek et al., 2002).
This report involved 70 suggestions with a prime consideration of involving the
government officials to examine the police services with full and unrestricted powers.
This is basically on considering the unrevealed facts of many such murders took
place and have not solved by the police officials till date.

Stephan’s murder case also remained dubious for many years only due to
several number of faults and delinquencies of Metro- politician police officers in
properly investigating the case. Also, it was with a special consideration of handling
the racists incidents with immediate investigation on the Metropolitan police. For
which, the governmental body is also expected to set up certain parameters to
measure the performance of the officers serving in the police department. On
concluding the report of Macpherson (1999), it has been found that he was mainly
concerned about improving the attitude of police force by also hiring more number of
black as well as minority officers. It depicted as a turning point in the race relations of
British.
Methodology (1800 words)
Research Design
The research was conducted using qualitative research methods, involving thematic
analysis of responses to semi-structured interviews. As this investigation aimed to
explore victim’s thoughts and views, it seemed appropriate to employ a qualitative
research design (Bryman, 2012). Bryman (2004) states research is the systematic
approach used to gather knowledge, data and information. There are two methods of
research, qualitative and quantitative. Both can be used with aim of gather
knowledge of human beings (Merriam 2009). On one hand, Bryman (2004)
describes quantitative research as that which focuses on measurements, collection
of numerical data and frequency. On the other hand, Bryman (2012: 380) defines
qualitative research as;
‘Research strategy that usually emphasises words rather than the quantification in
the collection and analysis of data. As a research strategy it is broadly inductivist,
constructionist and interpretivist.’ (Bryman, 2012, p380)
Bryman (2012) argues that qualitative research design is an increasingly popular
method among social researchers. Seale (2012) states qualitative research takes an
inductive view of the relationship between theory and research with the former
generated from the latter. Of central importance to the qualitative researcher is the
understanding of the social world through the eyes of the participants (Seale, 2012).
Qualitative research focuses on perceptions of participants and meanings (Byrne,

2012) while quantitative researchers normally start by testing a hypothesis and either
rejecting or accepting it, (Seale, 2012: Silverman, 2002), the qualitative researcher
allows concepts and theoretical elaboration to emerge from the data (Correa, 2012:
Bryman, 2012). Qualitative research commonly begins in an open-ended way and is
often unstructured and consequently proves almost impossible to construct a
replication (Bryman, 2012). This is in direct contrast to quantitative research which
gathers data through surveys and experiments, applying structured interviewing
techniques (Bryman, 2012).
The investigation reported here was concerned with information revealing itself
through the accounts of participants and so it was necessary to conduct the research
with an open mind, thus qualitative research was favoured. An advantage of a
qualitative research approach is that it can contribute to a deeper understanding of
the views of participants (Bryman, 2012). The researcher is the main tool of data
collection and therefore may concentrate on what he or she wishes to (Hatch, 2002).
Qualitative research allows for the researcher to be closely involved with
participants, seeing the world through their eyes, in contrast with quantitative
research where the researcher maintains objectively (Bryman, 2012: Correa, 2012).
However, qualitative research is sometimes criticised for its subjectivity, meaning that
qualitative findings often rely on the researcher's own views concerning what is
significant and what is not (Bryman, 2012). Moreover, it is sometimes argued that it
can be difficult to establish how the researcher came to the study's conclusions
(Yates, 2004). This research method is also argued to be unable to provide a
representative sample and therefore results cannot be generalised, however Bryman
(2012) states that participants interviewed using this method do not aim to be
representative of the population (Matthews and Ross, 2010).
Participants; Sample and Recruitment
Sampling considerations penetrate all aspects of research and they occur no matter
what research methods is used (Robson, 1998). In social research it is highly
unlikely that the whole population are able to be interviewed, thus sampling arises
(Bryman, 2012: Robson, 2011) Determining the sample size allows the researcher
achieve a meaningful and precise conclusion (Newburn, 2013). There is a range of

sampling strategies available to qualitative researchers, for example, simple random
samples whereby participants are selected at random from the population list
(Robinson, 2011) and convenience sampling which involves the researcher choosing
the most convenient persons available. Robinson (2011) argues that this method is
one of the most widely used but also the least satisfactory as it is not possible to
know whether or not findings are representative. Snowballing sampling is another
method used whereby one or two participants are initially identified, these
participants are then used as informants to identify other participants who are then
themselves used as informants and so on (Seale, 2012). Qualitative research
discussions of sampling often centre on 'purpose' sampling, a type of non-probability
sampling technique (Bryman, 2012: Byrne, 2012). The research conducted used this
method as it allowed the researcher to achieve the projects main aims (Robson,
2011). Purposive sampling allows the researcher to select participants who are of
interest to the study. Moreover, it enables the research aims to be satisfied.
Participants involved in the research were identified through friends and family. The
project was concerned with being representative of the BME community in Wrexham
thus purposive sampling being used. Research consisted of five people, all of whom
were known to the researcher and shared the same ethnic background. The sample
consisted of two males and three females and age varied from 20 to 55 years of
whom had been contact with the police or involved with the criminal justice system in
Wrexham. The researcher aims at conducting interview of these participants
because these are the individuals which can help in collecting appropriate
information. These are the people who understands the rate and pattern of crime
occurring in race hate crime.
Data Collection
Data collection is most important part of investigation as it helps in collecting
information on research aims at objectives which helps in developing critical
understanding over topic. Generally, there are two types of data collection method
that is primary and secondary. In secondary data collection, researcher aims at
gathering information from different sources like, articles, books, journals,
governmental publications, magazines, recent reports, newspaper data etc.
Apparently in primary data collection method researcher collects information through
focus group, one to one interview, observation etc.

Thus, in this research project, researcher will implement the use of primary data
collection method where scholar will conduct semi structured interview which will
comprise open ended questions for the researcher to capture detailed and in-depth
information from participants (Bryman 2015). Using a semi structured interview gives
the researcher of this study the opportunity to expand on things during the interview
to obtain valuable information. In this the focus on researcher will be on asking
questions to create discussion which will be based on main issues arising within the
literature, including the extent to which participants saw themselves as victims of
race hate crime, whether these experiences had led to a response from the police or
criminal justice system that was acceptable to them. Further, to make an informative
interview, the scholar will focus on asking about their personal experience for hate
race situation. Interviews was conducted face to face mostly within participants own
homes.
Data Analysis
Data analysis began at the start of data collection. Following the first interview
the audio data collected was transcribed and analysed using thematic content
analysis. By transcribing the data, a written account was then compiled, detailing
what had been said during the interview (Gray 2009). Transcribing is time
consuming; however, this allowed the researcher to begin to interpret and
understand the data that has been collected (Gray 2009). Bryman (2008) argues that
researchers are often quite vague when it comes to defining thematic analysis
however Whittaker (2009) states that thematic analysis has been defined as a
method for identifying, analysing and reporting patterns. It is widely used in
attempting to reveal consistencies and meanings through text (Buetow 2010).
Systematic approaches can be taken to ensure the quality of analysis.
Braun and Clarke (1998) cited in Whitaker (2009) outline thematic analysis as a six
stage model; stage 1- becoming familiar with your data; stage 2 – creating initial
codes; stage 3 – Searching for themes; stage 4 – reviewing themes; stage 5 –
defining and naming themes; stage 6 – producing the report (Whittaker 2009).
Thematic analysis allows the researcher with a qualitative method to identify a theme
and check for consistency (Boyatzis 1998). Thematic analysis defined as the totality
of data along with an apparent theme (Seale 2004). Themes are broader than codes
and represent a higher level of abstraction (Whittaker 2009). A theme will capture

something important about the data in relation to the research question (Whittaker
2009). Theme identification is one of the most fundamental tasks in qualitative
research (Cresswell 2009). A theme is critical to the accuracy of interpreting
qualitative data (Cresswell 2009). Themes can be classified into two areas; inductive
or deductive (Merriam 2009). Thematic analysis is highly inductive as the themes
that emerge from it are not imposed by the researcher (Dawson 2009).
Importance of reflection – e.g. researcher needs recognise that they are active in the
research process. It is also on considering a fact where a reflection is apparent to
assist in continual development of an individual by helping in determining the
thinking efficiency. It is hereby with a similar consideration of the investigator to
reflect upon own learnings with an ability to be reflexive. This will together help in
gaining the significant assessment data.
Ethics
Ethics is a philosophy which deals with how we ought to live; set out to determine the
rights and wrongs of human behaviour (Pojman and Fieser 2012). In this instance it
refers to procedures which should be adhered to by the researcher (Bennett 2010).
The Ethical approval of this research was granted by Glyndwr University Research
Committee and was carried out in accordance with the British Society of
Criminology’s Code of Ethics (2006). As pointed out by Bryman (2012), that when
conducting a research, the researcher should ensure that they met the requirements
of the Data Protection Act 1998. The most important thing about social research is
ethics, the first thing a researcher should be aware of is neutralising the sensitivity of
concerns, and ensure that all participation should be voluntary. A researcher should
do no harm either physical or emotional to the participant. Neither should they take
details that may embarrass the participants such as sharing information which may
affect their identities. The researcher must ensure that the participant’s identities
must be protected. A risk could be described as anything that may cause harm to a
participant (Bryman, 2015). In research, the main risk to the participants may be that
the questions asked may be too sensitive or embarrassing to the participants. For
example, the participants in this research project may be from a vulnerable
community, questions asked about how they felt when they were targeted as a victim
of race hate crime, they may be in fear, anger and emotions. As Hall’s (2013)

research stated that victims of hate crime can sometimes suffer with depression. The
researcher was responsible in organising the location where the research took place.
All information was about the motive of the research were provided to the participant.
All participants were reminded and reassured that their identities would be protected
and their names will not be mentioned in the research. Although they were also
informed that any information relating to them which involved criminal activities
would be passed on to the necessary agency. All participants were given the
opportunity to withdraw at any time before or during the interview (Bryman, 2015).
They were provided with information and signposted to support groups such as
Black Association of Women Step Out (UK) BAWSO and Victim Support in case
respondents got upset or distressed during or after the interviews. The participants
received and signed the consent form stating they have read, understood and were
willing to take part in the interview.
Findings (2000 words)
Theme 1: Key factors differentiating race hate crime
According to the carried analysis, interview has determined that there are
various factors which reflects race hate crime. As per secondary research there are
various factors which relates to race hate crime like, colour, gender etc. Race is the
major factor which gives rise to discrimination, difference in gender beliefs, ethnicity,
language and religion. Further, from primary research, it has been discovered that
key factors differentiating and shaping black people’s perceptions and experiences
of race hate crime and their personal identity in society based on their own personal
attributes such as, their nationality, ethnicity colour. Apart from this during interview
people also discussed about the unfair treatment by police in Criminal Justice
System which demonstrate clear discrimination.
Theme 2: Changing nature of relationships between ethnic and cultural groups.
Theme 3: Protection of BME group by the police, empowerment, provocation and
retaliation.
Theme 4: BME perceptions of racist hate crime.

Discussion (2000 words)

Conclusions

Appendix 1: Interview questions
Introductions; I will welcome the participant and introduce myself to put them at
ease. I will then outline the purpose of the interview and give them an information
sheet before asking for signed consent.
1. What is your perception of the term ‘race hate crime’?
2. What if any is your experience/knowledge of race hate crime? Can you
expand on this?
3. What, if any are your perceptions regarding how the police respond to race
hate crime?
4. What if any are your perceptions regarding how the courts respond to hate
crime?
5. What is your perception of services that are in place to support victims of race
hate crime?
6. What are the barriers to reporting race hate crime?
7. What are the facilitators to reporting race hate crime?
8. Do you have anything else to add?

Appendix 2: Copy of Ethical Approval Form 25 April 2012-
04-25
GLYNDŴR RESEARCH ETHICS STANDING
COMMITTEE (GRESC)
GRESC1 ETHICAL APPROVAL APPLICATION FORM
PART A: for completion by Applicant (Student, or Principal Investigator)
Section 1: Applicant details

Appendix 3: Participant Invitation Letter
Dear Prospective Respondent
Re: Research Project into BME experiences and perceptions of Race Hate
Crime in Wrexham.
I am writing to invite you to participate in a research project which is concerned with
exploring Black Minority and Ethnic (BME) groups’ experiences and perceptions of
race hate crime in Wrexham.
The project is part of my final year of a BA (HONS) Degree in Criminology and
Criminal Justice at Glyndwr University in Wrexham.
As part of this study I am conducting interviews about BME experiences and
perceptions of race hate crime. The interview itself will take no longer than thirty
minutes and will be carried out in a private place.
You will be asked to confirm you consent before the start of the interview and will
have the right to withdraw from the research at any stage should you wish. Any
involvement in the interviews will remain confidential and participant’s names will not
be used in any research outputs. Information collected will be anonymised, securely

stored and destroyed after use. It will be reported in summary within my final piece of
research towards my degree. It may also be used in academic publication.
Please read the attached information sheet with regards to the interview. If you do
not wish to participate please inform me via email and no further contact will be
made. Should you be happy to continue please contact me via email.
Please find attached further information about the study intended to provide
information on any further questions that you may have. However if these
information sheets do not fully answer your questions, please do not hesitate to
contact me. If you agree to take part, I will be in touch very shortly to arrange a
suitable time to meet.
pendix 4: Participant Information Sheet
Re: Research Project: Black Ethnic Minority people’s experiences and
perceptions of race hate crime in Wrexham.
My name is Lydia Nomusa Munawa, I am an undergraduate student studying a
Criminology and Criminal Justice Degree at Glyndwr University in Wrexham, North
Wales. I am working on a piece of research which will explore black minority ethnic
people’s experiences and perceptions of race hate crime in Wrexham. I will be
interviewing a number of individuals about their perceptions and understanding of
race hate crime, policing within minority communities and BME involvement in the
criminal justice system.
What does the study involve?
If you consent to participate, I will ask you a number of questions. There are no right
or wrong answers; I would just like to get a feel for what your opinion is regarding the
above topic. The duration of the interview will last no longer than thirty minutes.
Do I have to take part?
Participation is completely voluntary. If you do not wish to take part in this study you

do not have provide a reason and no pressure will be placed upon you to dissuade
you. You may also withdraw from the interview discussion at any time.
If I agree to take part in the study, what happens to the information I provide?
Information obtained during the course of this study will be confidential unless you
express any opinions which could lead to the harm of another. Any and all
information will comply with the Data Protection Act 1998, and on completion of the
project, it will be stored and destroyed in accordance with this Act. Your identity will
remain private at all times and will not be disclosed. You are however free to view the
data at any time should you so wish.
Appendix 5: Participant Consent Form
1. I agree to take part in the interview. I have read the participant information
sheet which is attached to this form. I understand what my role will be in the study
and all my questions have been answered to my satisfaction.
2. I understand that I am free to withdraw from the interview at any time, for any
reason and without prejudice.
3. I have been informed that the confidentiality of the information I provide will be
safeguarded.
4. I understand that the information I provide will be used in a final piece of
research as part of a BA (HONS) Degree and may also be used in an article for
publication.
5. I understand that my responses will be analysed with my consent.

Name……………………....................................................
Signature………………………………………………………………….
Date………………………………………….
Name of Researcher……………………………………………………
Signature…………………………………………………………………….
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Appendices