Most students come to the introductory course in criminal justice intrigued by the prospect of learning about crime and the operation of the criminal justice system. Many of them look forward to the roles they may one day fill in allocating justice, either as citizens or in careers with the police, courts, or corrections. All have been exposed to a great deal of information—and misinformation—about criminal justice through the news and entertainment media. Whatever their views, few are indifferent to the subject they are about to explore. Like all newcomers to a field, however, introductory students in criminal justice need, first, content mastery—a solid foundation of valid information about the subject—and second, critical understanding—a way to think about this information. They need conceptual tools that enable them not only to absorb a large body of factual content but also to process that information critically, reflect on it, and extend their learning beyond the classroom. This text aims at providing both the essential content and the critical tools involved in understanding criminal justice. This edition continues the book’s recent unifying emphasis on citizens’ varied and important roles in influencing criminal justice policies and processes. Social commentators and political scientists have long noted that young Americans seem insufficiently interested and engaged in public affairs. Participation rates for youthful voters lag behind those of older demographic groups. Surveys indicate that many young people lack knowledge about both current events and the operation of their country’s governing system. Such trends raise questions about the vibrancy of the American democracy and the range of values and opinions that inform decisions about public policies.