Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program’s effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as “real” police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.
","abstract_html":"<p>Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program’s effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as “real” police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.</p>","abstract_has_math":false,"creators":["Commons, Jennifer Lynne"],"institution":null,"degree_name":"MA (Master of Arts)","degree_level":"Thesis - unrestricted","degree_discipline":"Sociology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-07T07:00:00Z","date_published":"2005-05-07T07:00:00Z","updated_at":"2026-07-24T02:19:35Z","subjects":["Identity","Police Officers","DARE Officers","DARE","Social and Behavioral Sciences","Sociology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/985","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Commons, Jennifer Lynne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2005-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA (Master of Arts)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Identity","Police Officers","DARE Officers","DARE","Social and Behavioral Sciences","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2142/viewcontent/CommonsJ020905f.pdf","https://dc.etsu.edu/etd/985"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program’s effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as “real” police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.
"]},{"key":"dc:title","label":"Title","values":["Teachers or \"Real\" Police Officers?: A Study of DARE Officers in Northeast Tennessee."]}]}],"canonical_facts":{"dc:creator":["Commons, Jennifer Lynne"],"dc:date.issued":["2005-05-07T07:00:00Z"],"dc:description.abstract":["Most studies of the Drug Awareness Resistance Education (DARE) program evaluate the program’s effectiveness; this thesis instead examines the police officers who implement the program. Based on interviews with 12 DARE officers in the Northeast region of Tennessee, the thesis explores how members of this special category of police officers identify themselves. The DARE officer interviews were compared with published literature on conventional police officers. All DARE officers interviewed defined themselves as police officers but did little to no actual police work, nor were they viewed by patrol officers as “real” police officers. Instead, DARE officers functioned primarily as educators. In order to maintain their identity as police officers, DARE officers employed the use of props. These props presented the visual image of a police officer and, therefore, allowed DARE officers to define themselves as such.
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