TURKS AND CAICOS ISLANDS COMMUNITY COLLEGE COURSE

COURSE NAME: Juvenile Justice COURSE CODE: CMJ2222

Course Work: Case Study Analyse 2

Tuam Tsu walked down the street alone. It was dark outside, but his path was intermittently lit by

streetlights above. It was about 11:30 p.m., and he had only a little way to go. He knew his father

and mother were concerned about his whereabouts, but neither of them really knew English and

could not do much about his decisions. He came to an area behind a big warehouse that was very

dark, and there, in the darkness, were members of what would become his “other family”—persons

in the Hmong Nation Society, a street gang consisting of other kids and some adults who were

ethnic Hmong. They gathered, and one of them, an adult leader, stepped forward and said in the

Hmong language, “Tonight we initiate Tuam Tsu into our family. Tonight he will prove his worth.”

During the next 30 minutes, Tuam Tsu was slapped, kicked, beaten, hit with sticks and bats, and

basically jumped by five other members of the gang. Tuam Tsu fought back, as best as he could,

but his eyes and nose were bruised and bloodied and his whole body ached. It felt as though his

leg had been kicked and was broken and his head pounded with welps. All of a sudden, he heard,

“Stop! Stop! Stop!” and the beating was over.

One of the members held him upright, and the rest came and hugged him saying, “Much love,

homie” and other similar greetings. The adult leader then said, “Welcome to the family, brother

Tuam Tsu. Tonight you celebrate!”

They drug him out of the alley into a car and took him to the “family” home. He healed up and

was pumped up with crystal meth and introduced to some young Hmong girls who were “friends

of the family.” Later that week, one of the gang leaders, Koob Meej, approached Tuam Tsu and

asked him about his sister, Lig Paaj. Koob Meej explained that he had his eye on Lig Paaj for quite

some time. All he wanted was just one date with her. Tuam Tsu knew that in many cases, gang

members “sexed in” girls and that, once this was done, they were essentially property of the gang.

Tuam Tsu was, of course, upset about this request but knew that it was not smart to cross a gang

member with rank and the punishment could be serious for both him and his sister. Tuam Tsu

thought about going to another gang leader, but if he did so and if his objection to Koob Meej’s

request was denied, he would be in an even worse position.

Utilising the case study above answer the below questions:

1. Gang delinquency is apparently on the rise and you are called on to explain to the public
High School of your jurisdiction about gangs and gang behavior:

a) How would you define a gang? What is the typical elements and types of gangs?
How much danger do gangs pose to the average citizen?

10 marks

2. What types of concerns or reasons would have likely influenced Tuam Tsu to join the
Hmong Nation Society?

5 marks

3. Gangs are typically accused of dominating violence and drug use/sales. What can you tell
about gang involvement in these actions? How does this compare to the general impression

about gangs?

5 marks

4. Due to the apparent increase in gang violence, the police are called on to do something
about the problem. As a member of the police department:

a) what programs, interventions, or actions would you suggest for dealing with gangs
and/or the public’s perception? Elaborate as much as possible.

b) Provide information on the strengths and weaknesses of those programs and how you
would improve on them.

20 marks

TOTAL MARKS: fifty marks (40)

COURSE-WORK PERCENTAGE: twenty percent (10%)

WORD LIMIT: two thousand five hundred words (2,500)

Date provided: March 24, 2021

Due Date: April 1, 2021at 10:00pm

Please use font Times New Roman, font size 12, double line spacing and 1-inch margins.

Please use proper grammar, spelling, presentation and reference/citation of cases, legislation,

articles and textbooks.