A Communication Guide For Ex-Offenders, 2018 California State University - San Bernardino
A Communication Guide For Ex-Offenders, Richard Anthony Contreras
Electronic Theses, Projects, and Dissertations
Incarceration rates and the release rate of ex-offenders into the community are both increasing. Studies have shown, on a consistent basis, that, while incarcerated, ex-offenders experience lower literacy levels than the general population, suffer emotional and mental distress from a harsh prison life, and suffer from the negative effects of public perception. Ex-offender anger abounds. These factors interfere with an inmate’s ability to communicate effectively. Notwithstanding, upon release from custody, how do we help such ex-offenders communicate? Many handbooks exist to help former inmates. However, the vast majority only offer assistance with locating government social services agencies, obtaining documents ...
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, 2018 Valparaiso University
Identity, Discourse, And Rehabilitation In Parole Hearings In The United States, Danielle Lavin-Loucks, Kristin M. Levin
Journal of Prison Education and Reentry
Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release– claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individual manage, assert, and negotiate identity in the course of interaction. The achievement of ...
The Conduits And Barriers To Reentry For Formerly Incarcerated Individuals In San Bernardino, 2018 Virginia Commonwealth University
The Conduits And Barriers To Reentry For Formerly Incarcerated Individuals In San Bernardino, Annika Anderson, Noe J. Nava, Patricia Cortez
Journal of Prison Education and Reentry
Numerous scholars have noted that the majority of prisoners will be reincarcerated within three years of their release. However, while there has been extensive research on recidivism, much less attention has been paid to the reentry process in the sociological and criminological literature. Given the high rates of former prisoners reentering society with struggles that may affect their friends, family members, and communities, policymakers and practitioners should understand the successful methods for their reintegration. In this paper, we explore the conduits and barriers to reentry for a sample of San Bernardino county callers using United Way’s 211 Reentry Call ...
A Realist Model Of Prison Education, Growth, And Desistance: A New Theory, 2018 Manchester Metropolitan University
A Realist Model Of Prison Education, Growth, And Desistance: A New Theory, Kirstine Szifris, Chris Fox, Andrew Bradbury
Journal of Prison Education and Reentry
This paper articulates the first ‘general theory’ of prison education, offering a new insight into the relevance of desistance theory and understanding of prison sociology to the lives of men engaged in education whilst in prison. Using a realist review method (Pawson, 2002b; Wong, 2013a) we develop a rough, initial general theory of prison education articulated in the form of three context-mechanism-outcome configurations (CMO). We then ‘test’ these CMOs by assessing the current evidence base through a systematic review of literature. This paper articulates three inter-related CMOs that we ground in prison sociology and desistance literature: ‘hook’, ‘safe space’ and ...
Formerly Incarcerated Adults In Higher Education: A Life-History Study Of A Restorative Approach To Prisoner Reentry, 2018 University of San Diego
Formerly Incarcerated Adults In Higher Education: A Life-History Study Of A Restorative Approach To Prisoner Reentry, Robert Michael Ehnow
The U.S. is the world’s “leading jailer” with both the highest incarceration rate and the largest number of prisoners. Each year more than 700,000 inmates are released from prison and re-enter their communities. The majority of released prisoners lack the necessary education, work experience, and life skills to successfully reintegrate back into society.
One alternative to the retributive model of justice used in the United States is a restorative justice strategy. A restorative approach to prisoner reintegration seeks to re-establish community support and acceptance for criminal offenders in order to allow them to become beneficial members of ...
From Mass Incarceration To Mass Education: Fostering Collaboration Between State Prisons And State Universities, 2018 The Graduate Center, City University of New York
From Mass Incarceration To Mass Education: Fostering Collaboration Between State Prisons And State Universities, Miriam Edwin
All Dissertations, Theses, and Capstone Projects
Despite the demonstrated effectiveness of workforce development programming overall, and college programs in particular, in reducing recidivism and increasing post-release employment, the current landscape of such programming in the New York State prison system is fragmented, disconnected from employment opportunities, and serving too few people.
Given the role of the state in creating and maintaining the structure of mass incarceration, and the history of discrimination and segregation in the country and on college campuses, the public university system has a responsibility to provide educational opportunities to disenfranchised populations. The withholding of education – via the crumbling and deteriorating public school systems ...
Increasing The Buy-In And Effectiveness Of A Social And Emotional Learning Class Program In A Single Sex, Urban And Charter High School: Social And Emotional Learning Specialists And Student Perceptions Of Its Implementation., 2018 National Louis University
Increasing The Buy-In And Effectiveness Of A Social And Emotional Learning Class Program In A Single Sex, Urban And Charter High School: Social And Emotional Learning Specialists And Student Perceptions Of Its Implementation., Kizawanda A. Olowe
Social-emotional learning has yet to be implemented in many schools in America. Without adequate social and emotional skills, students struggle to navigate their academic and social environments. Students attending a single-sex, urban charter school participated in focus groups and completed surveys about their perceptions of a social-emotional learning program that was implemented during the 2015–2016 school year. Social-emotional learning facilitators completed surveys and participated in focus groups to ascertain the strengths and weaknesses of the program. Graphs and themes based on the information gathered from the surveys, open-ended questions, and focus groups were used to analyze the data. Both ...
Equitable Implementation And Facilitation Of Senate Bill 100 For District-Wide Student Success And Safety: A Policy Advocacy Project, Dorothy Thompson
The third section of the dissertation examined how three school districts equitably implemented Senate Bill 100. The districts’ policies were reviewed to see how parents were involved in establishing the discipline policies and how information was communicated to the parents and students. The data for the districts highlighted the discipline and expulsion rates of students by race, gender, achievement gap, and social, economic status.
Shared Spaces, Shared Learning: University/Corrections Partnerships That Transform Thinking, 2016 Portland State University
Shared Spaces, Shared Learning: University/Corrections Partnerships That Transform Thinking, Deborah Smith Arthur, Amy Spring
University Studies Faculty Publications and Presentations
By partnering with correctional facilities, institutions of higher education are well positioned to create shared learning communities that provide profound educational experiences. Portland State University offers several courses involving university/corrections partnerships; these courses meet inside carceral institutions. This article highlights three of these courses and the shared learning spaces they involve. We address the negotiating of these partnerships, development of the courses, and the creation, maintenance and outcomes of these complex learning environments.