The objective of this study is to investigate the relationship between modern racism and rape victim and perpetrator blame, and rape perception. Participants from both a community population (n = 211) and a student population (n = 200) read a rape vignette and provided their judgements of blame towards a victim and perpetrator, their perception of the event as rape, and later answered the modern racism scale. Results showed a significant positive relationship between modern racism and rape victim blame (r = .35, R2 ×× 100 = 12.1%), while modern racism had a significant negative relationship with perpetrator blame (r = −.27, R2 ×× 100 = 7.5%) and rape perception (r = −.29, R2 ×× 100 = 8.7%). Implications for the criminal justice system as well as suggestions for future research were discussed.

Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.

This article examines how a virtual case that prepares students for practical scenario training affects police students’ performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers–35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students’ performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students’ performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.