«.ghr “1o L‘ > I t ‘2”5‘3‘31 . l . “Ln 71"" C: , . mu, :1 {n . .1: This is to certify that the dissertation entitled The Incarcerated Adult Basic Education Student: A Qualitative Study presented by Jerry Arnold Strawderman has been accepted towards fulfillment of the requirements for Doctorate degreeinEducat ion Administrat ion Charles McKee, Ph.D. Major professor Date April 1994 MS U i: an Affirmative Action/Equal Opportunity Institution 0-12771 iiiiiiiiiiiiiiiiii LIBRARY Michigan State University PLACE It RETURN BOX to romovo thin chockout from your record. 10 A OID FINES rotum on or before doto duo. ll DATE DUE DATE DUE DATE‘DUE ll - 1 . i u t C ___J|___l i _II II J r _ l II I MSU Io An Affinnotivo Action/Equal Opportunity lnotitution mm: THE INCAHCERATED ADULT BASIC EDUCATION STUDENT: A QUALITATIVE STUDY BY Jerry Arnold Strawderman A DISSERTATION Submitted to MICHIGAN STATE UNIVERSITY in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1 994 ABSTRACT THE INCARCERATED ADULT BASIC EDUCATION STUDENT: A QUALITATIVE STUDY By Jerry A. Strawderman The purpose of the study is to describe the education of the incarcerated Adult Basic Education (ABE) students’ from their perspective. it is an exploratory study of their beliefs about education in general and more specifically about the teaching/learning environment they experience as incarcerated adults. The students live at a mid-western men’s correctional facility. The population consists of 65% African American, 25% Caucasian, 7% Hispanic surname, and 3% other (Arabic, Asian, Caribbean). The findings were analyzed using the grounded theory inductive methodology. Data analysis revealed a fixed core category, trust, which establishes an adult learning paradigm for prisoners. Trust was consistently identified as the most important perceived need reported by the interviewed students. Therefore, the learning environment facilitator needs to assure that trustworthiness prevails. The attitude of trust is difficult for the incarcerated ABE student to establish with anyone. Copyright by Jerry Arnold Strawderman 1 994 Dedicated With Love To My Wife Lynn ACKNOWLEDGMENTS I greatly appreciate the people, in varied walks of life, who helped me complete this goal. TABLE OF CONTENTS TABLES ............................................ IX FIGURES ............................................ x CHAPTER ONE ADULT BASIC EDUCATION STUDENTS IN PRISON ...... 1 Purpose of the Study ............................... 2 Definition of Terms ................................ 3 Theoretical Framework ............................. 4 Setting ......................................... 4 Participants ..................................... 5 Methodology ..................................... 6 Analysis ........................................ 7 Importance of the Study ............................. 8 Organization of the Study ............................ 8 CHAPTER TWO A REVIEW OF THE LITERATURE ............ 1O Literacy Issues ................................... 1 1 Adult Learning Theory .............................. 14 Historical Perspective .......................... 14 Learning Styles ............................... 16 Lifestyles .............................. 1 6 Authority and Power .................. 20 Dependency and Needs .................... 21 Methods and Techniques ........................ 22 Social Behavior Processes ................... 25 Empowerment ........................... 26 Psychodynamic Welfare Dimensions of the Incarcerated ABE Student .................................... 26 CHAPTER THREE QUALITATIVE ANALYSIS FROM IN-DEPTH INTERVIEWS . . . . 28 Empirical Relevance ................... 28 Accessing and Establishing the Research Protocol ........... 29 Creating the Context ............................... 31 Interview Protocol ................................. 33 Listening ................................... 34 Structure ................................... 35 Control .................................... 35 Content .................................... 36 Process .................................... 40 Analysis and Feedback .............................. 41 vi Coding Process .............................. 42 Exploring and Analyzing (the process) ............... 45 Description and Theory ......................... 46 Description ................................. 47 Theory Building .............................. 47 Reliability and Validity .............................. 49 Reliability (Dependability) ........................ 51 Stability ............................... 52 Internal Consistency ....................... 52 Equivalence ............................ 53 Validity .................................... 53 Content Validity (Credibility) ................. 53 Construct Validity (Transferability) ............. 54 Objectivity (Confirmability) ....................... 54 CHAPTER FOUR - REPORT OF FINDINGS: DESCRIPTION AND THEORY ............. 56 Education's Value: Perspectives and Concepts ............. 56 Individually Perceived Wants and Needs for Learning ......... 75 A Schooling Consensus ............................. 83 Perceived Comparative Analysis ....................... 88 Major category - Confidence/Initiative ...... 89 Major category - Motivation: ................. 91 Major category - Problem Solving/Caring ......... 96 Framework for a Grounded Theory ..................... 100 The Relational Statements ...................... 102 CHAPTER FIVE - SUMMARY, CONCLUSIONS. AND RECOMMENDATIONS ............................. 104 Purpose ................................... 104 Methodology ............................... 1 05 Findings .................................. 106 Research Question l’s related findings ......... 107 Research Question Il’s related findings ......... 108 Research Question III’s related findings ......... 109 Research Question lV’s related findings ........ 110 Major Conclusions ................................ 1 1 1 Recommendations ........................... 1 12 Student Appraisal and Program Implementation ....... 112 Recommendations for Future Research .................. 114 APPENDICES ........................................ 1 16 BIBLIOGRAPHY ...................................... 1 32 vii viii TABLES Table 1: Indicators of Trustworthiness in Two Paradigms .......... 51 FIGURES Figure 1: Grounded Theory Framework: Theoretical Mapping of Incarcerated ABE Students' Perceived Needs .............. 101 CHAPTER ONE ADULT BASIC EDUCATION STUDENTS IN PRISON Introduction to the Problem The world today is focused on the need for education. This is especially true In America as it moves to a post-industrial economic phase. The unempowered and disenfranchised in our society have the most difficult challenge to acquire the education which will help them obtain employment and lead a more constructive life. The thousands of incarcerated people face an even more difficult challenge. They must not only ameliorate the stigma of incarceration but prepare themselves educationally and vocationally for some future time when they are released into mainstream society. To date there have been no published studies, initiated within the United States, conducted with a prison population addressing this problem. This study looks at the questions about how the incarcerated ABE student perceives the teaching/learning environment; what motivates him to learn; and how the school can meet his needs. The prisoner, like other adult education students, lacks self- directedness, the most crucial missing element in the make-up of the prisoner as an Adult Basic Education (ABE) learner (Field, 1989:125). Teaching incarcerated adults presents specific theoretical, methodological, and strategic concerns. The functionally illiterate, incarcerated, adult, male, 2 felon (prisoner) Is a unique subset of the American ABE student population. The behaviors incarcerated ABE students exhibit are primitive and concrete demonstrated through a lack of “readiness for self-directed learning“. Readiness for self~directed learning is defined by Long and Agyekum: ...there are numerous definitions and concepts concerning self- directed learning that differ in some respect. Nevertheless, it is believed that most of the definitions and concepts in use include the identifiable behaviors and abilities noted in the literature such as intelligence, independence, confidence, persistence, initiative, creativity, ability to critically evaluate oneself, patience, initiative, desire to learn and task orientation. Related abilities include tolerance of ambiguity, ability to discover new approaches, prior success with independent learning, preference for working alone, knowledge of varied resources, ability to plan and ability to carry out a plan. (1 984:7-1 0) W The purpose of the study is to describe the education of the Adult Basic Education (ABE) incarcerate from the student's perspective. It is an exploratory study of their beliefs about education in general and more specifically about the teaching/learning environment they experience as incarcerated adults. Five broad research questions guide the study: 1. How do incarcerated ABE students think about education in general, and how do they approach learning prior to and during incarceration? What do incarcerated ABE students (individually) think about teaching and learning in terms of what should happen in the classroom, in terms of strategies, methods, styles, materials and support? 3 3. What do incarcerated ABE students think about teaching and learning as a group? 4. What are the aluminum and differences in the Incarcerated ABE student’s views on teaching and learning? 5. Can incarcerated ABE students' ideas about teaching and learning be integrated into a theoretical framework for educating the incarcerated student? D f 'I' t I For clarity of interpretation the following terms used in this study are defined as follows. magnum: Grounded theory approach is a qualitative research method that uses a systematic set of procedures to develop an inductively derived grounded theory about a phenomenon, [Strauss and Corbin (1 990:24ll. Winn: “Organized learning involves student/teacher relationship in which the learner is supervised or directed in learning experiences over a specified period of time for a recognized purpose" (Boaz, 1 978: 109). tempting: “...refers to the meaning we attach to the information received through our senses. This meaning is constructed partly from objective reality and partly from the way we organize the information" (Woolfolk, 1987:238). 4 Note: In this study, perception is an awareness of what the educational programs can contribute to the student's recommendations. Adult: '(Adults) Those who have assumed responsibility for managing their lives are society's adults. The adult can be distinguished by his or her acceptance of the social roles and functions that define adulthood“ (Darkenwald, 1982:76—77). IbemeticaLEmmemk Current learning theory emphasizes the need for prior knowledge as a base to which new experiences may be affixed. Consistent with this stance is an atheoretical assumption underlying this research, that emergent reading development is a metacognitive, multi-sensory construct existing in the mind of each person. There are definable patterns which will become known through the research process of grounded theory development. Setting The events described take place in an Adult Basic Education (ABE) classroom. The students live at a mid-western men's correctional facility. The facility houses approximately 4,440 prisoners (at the time of the study). The custody levels are Close Open (Level IV) and Maximum Open (Level V) movement population and Maximum restricted movement population. The population consists of 65% African American, 25% Caucasian, 7% Hispanic surname, and 3% other (Arabic, Asian, Caribbean). The incarcerated students live in single cells within blocks. Each block is five galleries (stories) high with approximately 450 prisoners per block. The institution’s physical environment changes very little. The tone (behaviors which result in Major Misconduct Reports) of the environment changes slowly as the population changes. During the past eighteen months (May 1992 to September 1993) the environment has become more active and less predictable in response to Department of Corrections’ policy changes. The DOC achieves goal attainment through coercive detention. To maintain safety and security for prisoners and employees alike, two way communication is formalized through an intermural kite system (internal mail). Realistically, the policies and procedures guide all decisions. The supplying or supporting subsystems, like the prison school, do not have status; therefore, its goals are not formally recognized. Thus the prison school must fulfill a treatment goal of the DOC. The subsystems can provide. a service only to the extent to which safety and security remain the primary focus of all activity. E . . | All subjects in the study have four common characteristics. They are male, incarcerated, ABE students of the researcher, and prisoners at a maximum security, American midwest state prison. The age of the prisoners in the study ranges from eighteen to sixty-three, with an average of twenty-four years. The prisoners come from the entire state. Many are at the study facility because their record prohibits them from double bunking in a regional facility. Methadone! The research methodology of this study centers around guided, in- depth, open-ended tape recorded interviews of seventeen currently enrolled incarcerated ABE students. An inductive, grounded theory approach to data collection and analysis was used. The methodological implications of the constructivist model are explained in detail in Lincoln and Guba (1985). Seven characteristics of research in this framework deserves mention in relation to this study: (1) natural setting; (2) human instrument; (3) qualitative methods: (4) systematic sampling: (5) inductive data analysis: (6) grounded theory; and (7) emergent design. Participants comprise a group of the researcher’s students (characteristic 2) that have been enrolled for six months or more (characteristic 4). The decision to use in-depth interviews (characteristic 3) evolved from a pilot study using a quantitative voluntary random sampling questionnaire. This process did not yield the data desired (characteristic 7) to explain the behaviors of the incarcerated ABE students. The interviews were conducted in the housing units (characteristic 1) so the interviewee was on his ground within the prison culture. 7 'At the root of in-depth Interviewing is an interest in understanding the experience of other people and the meaning they make to that experience (Seidman, 1991 :3). Because the participants were students of the researcher, constructivist research naturally lead the researcher to be an instrument of the method. Animal: Grounded theory (characteristic 6) was selected as a framework upon which to base the data collection and analysis process because it is founded on a phenomenological philosophy (Bogdan and Biklen, 1992) and is consistent with the exploratory nature of this study. The interpretive nature moved from the broad spectrum of data to the core category (characteristic 5), or the natural development of key experiential concepts described by Dewey as an inverted funnel. Grounded theory was first proposed in 1967 by Glaser and Strauss to promote the discovery of theory from data and increase the relevance and comprehensiveness of knowledge generated. Strauss and Corbin (1990:23) present this definition: A grounded theory is one that is inductively derived from the study of the phenomenon it represents. That is, it is discovered, developed, and provisionally verified through systematic data collection and analysis of data pertaining to that phenomenon. Therefore, data collection, analysis, and theory stand in reciprocal relationship with each other. One does not begin with a theory, then prove it. Rather, one begins with an area of study and what is relevant to that area is allowed to emerge. This process has been chosen for the following reasons. First, it was chosen for its inductive process of discovery. Second, data collection and analysis are closely related in time and space. Finally, the analysis leads to the emergence of knowledge from the beginning to the end of the process. W The present study is important for several reasons. First, this study is the first of its kind (i.e. the first to descriptively study incarcerated ABE learners, while focusing on the needs of the learner, Brookfield, 1992). Second, the study will provide valuable data concerning the teaching/ learning needs of the incarcerated ABE student. Finally, this data will be helpful to educators employed by the Department of Corrections, education decision makers, planners, change agents, and others responsible for the Federal Basic Adult Education Act annual planning. 0 . l' i II S I The report of this study will be organized in five chapters. Chapter One will provide background information, a statement of the problem, the purpose of the study, the importance of the study, research questions, and definition of terms. Chapter Two will be a review of the literature. The literature will be divided into the following sections: (a) Literacy issues (b) Adult learning theory (c) Psychodynamic welfare dimensions of incarcerated persons, including demographics. Chapter Three will describe the methodology and procedures utilized in the study, including the population, selection of the sample, research instrument, reference population instrument and analysis, and data collection and analysis. Results of the study and the grounded theory framework will be reported in Chapter Four. And finally, major findings, conclusions and recommendations for further study will be presented in Chapter Five. To present the qualitative data, each interviewee is presented as a case study by and flow chart mapping (Appendix G) focused by the research questions searching for common elements to develop the story. The interview is guided by questions from the interview schedule asked interviewer using the same wording and in the same order. CHAPTER TWO A REVIEW OF THE LITERATURE An extensive review of the literature on prisoner literacy education, and prison education program evaluation from the prisoner's point of view was conducted by the researcher prior to formulating the present study. Corrections education for the prisoner is not a common topic in either refereed journals or professional books. Education references usually occur in literature discussing complete treatment programs. Literature dealing with adult education primarily speaks to basic adult education and distance education in mainstream society. Relevant literature identified a need for literacy education in American’s mainstream adult population (Hirsh, 1987zl; Blooms, 1987zxiv: Brookfield, 1986:3l. and a concise adult learning theory (Cross, 1981:220—33; Brookfield, 1992:79). Also, the dramatic increase of Incarcerated persons have needs far different than their predecessors. "...rehabilitative intervention has gained increased moral and philosophical legitimacy, and that is no longer the case that rehabilitation should be secondary to punishment... whether for short- or long-term goals,“ (Von Hirsch and Maher, 1992:25). The literature for this study is divided into three major topic areas: (a) literacy issues; (b) adult learning theory; and (c) psychodynamic welfare of incarcerated persons, including demographic considerations. 1O 11 We: The literacy issue encompasses functional literacy (Bloome, 1987:226), cultural literacy (Hirsch, 1987:68). and work place literacy (Darkenwald, 1982:169). There are several relevant literacy studies and projects using mainstream society adults as their subjects (Darkenwald, 1962:25). The focus of a program usually aims at increasing the person's employability through remediation (Darkenwald, 1982:171). In addition to literacy, the program assists the adults in decision making skills, critical thinking skills, and prioritizing the use of personal time and money management based on generalized cultural, ethical standards. Thus, “equipping humanity with the skills and attitudes for continual inquiry,“ (Boyer, 1984:18). For the research population decision making and critical thinking skills, through the writing process, are the most important (Romanowski, 1993:5l. “The National Literacy Act of 1991, P.L. 102-73, was signed into law on July 25, 1991. One of the national education goals of the act assists every adult to become literate by the year 2000. This Act includes comprehensive provisions to assist States and localities In providing literacy skills to adults. Several innovative amendments were added to the Adult Education Act (AEA); the most crucial one focuses scarce Federal resources for educationally disadvantaged adults programs. The wording defines 12 incarcerates as disadvantaged adults. A number of related programs are authorized as well. Without a specific reference, these provisions appear to be consistent with that goal. ”...five additional programs are authorized for the first time....Authorizes other new programs....literacy programs for incarcerated individuals...“ (United States Department of Education, Program Memorandum OVEA/DAEL FY 92 - 12). “...the crisis in literacy is predicated on the need to train more workers for occupational jobs that demand “functional" reading and writing skills. ...literacy becomes the ideological vehicle through which legitimate schooling is a site for character development,“ (Giroux, 1988:61). These are legitimate characteristics for a prisoner to acquire. “Significant learning (Rogers, 1969) and self actualization in learning (Knowles, 1970) are two labels incorporating the same perspective. Both conceptualize a total-personal learning process which includes the intellectual, emotional, and physiological self. ...the development of holistic learning is natural and paramount to the maintenance of their goal (lifelong Iearning)....the primary direction of education must be realigned to focus on the changing nature of the world and human experience,“ (Boyer, 1984:18). Rogers (1969) continues the same conceptual path: The goal of education, if we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to learn...Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes sense as a goal for education in the modern world," (p.104). 13 And if this goal is realized? Knowles (1978) wrote: I visualize that the learner would be gradually weaned away from the perception that he is engaged in schooling and that when he has acquired the skills of learning appropriate to his aspirations he will come to see himself as a self-directed learner There will be no such thing as graduation. There will be no such thing as adult education. There will only be lifelong education, (p.168). Levine (1982) summarizes and legitimizes literacy training in the broad sense, as he wrote: Adult basic education has been profoundly influenced since World War II by the concept of W. Behind its superficial appeal, however, lies a tangle of flawed assumptions and ambiguities. For more than two decades, worldwide efforts at eradicating adult illiteracy have been deeply influenced by and increasingly extended under the rubric of functional literacy. A climate now exist, at least in Anglophone societies, in which most literacy programs and organizers are nominally committed to functional literacy as the appropriate objective of instruction, independent of the materials and the teaching arrangements in local operation. As a result of its successful expansion, functional literacy no longer refers to a distinctive perspective or practice. The term is now used to justify everything and anything connected with basic skills education for adults. (p.249). Heathington (1987) agrees with Levine, but takes the concept of functional literacy one step further. The content and situation related to reading for an adult are very different than those of a child in the early grades. The competency based or functional literacy definition relates to the individual's ability to read real life materials (p.214). I'Recognizing that a problem exists is the first step toward a solution,” (Kitz, 1988:44). A correctional institution’s primary mission focuses on safety and security which precludes literacy from being accepted as a problem. “Second, is there research with school-aged children that may 14 help to provide direction for improving instruction in adult literacy programs? Third, is reading and Instructional research with children relevant to the field of adult literacy education?‘ (Kitz, 1988:44-45). Hayes (1988:1I states: ”The growing national attention devoted to adult illiteracy in the United States has dramatized the fact that a large proportion of the low-literate population does not participate in traditional literacy programs." Again, the study is concerned with mainstream society. W editorial puts forth the question: 'Is illiteracy the cause of poverty, or is the opposite true? (1987). Based on 1980 statistics, UNESCO estimated that -excluding China, Korea and Vietnam, a rather large exclusion - there were perhaps 814 million illiterate people in the world. They include the poorest of the poor in every nation. In rural areas, they are the landless peasants, virtually enslaved by systems of production that deny them a just economic return for their labor. In urban centers, they are the unemployed and under-employed, marginal and often transient populations, excluded from the mainstream of the societies in which they live (p.2l. Adultleamimlhm Il' . IE I. Knowles (1970) popularized the notion that there is a great difference between child learning theory and adult learning theory, in other words, adults supposedly learn differently than children. Knowles (1970) states four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners: These assumptions are that, as a person matures: (1) his self- concept moves from one of being a dependent personality toward one of being a self-directing human being, (2) he accumulates a growing reservoir of experience that becomes an increasing source for learning, (3) his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles, and (4) his time perspective changes from one of postponed application of knowledge to immediacy of 1 5 application, and accordingly his orientation toward learning shifts from one of subject centeredness to one of problem centeredness. (p.39). The Knowles postulate fails to specify the type of adult to whom he Is ascribing adult learning behaviors, let us assume he referred to mainstream society. The Initial claim in adult learning emphasized a vast reservoir of knowledge and experience (Knowles, 1970) the adult learner has to bring to the learning environment as opposed to the scant experience of a child. Dewey’s taxonomy describes the interconnections of experiences as an Inverted pyramid. What Dewey and Lehman espoused then and Knowles narrowed as 'adult-like-learning" mirrored the same premises: The future builds on the past. Knowles (1978) summarizes by saying: So I am not saying that pedagogy is for children and andragogy for adults, since some pedagogical assumptions are realistic for adults in some situations and some andragogical assumptions are realistic for children in some situations. And I am certainly not saying that pedagogy is bad and andragogy is good; each is appropriate given the relevant assumptions, (p.53). Looking at the incarcerated learner Hayes’s five factor typology of low-literate adults seems more appropriate than attempting to determine whether a learner is learning like a child or like an adult. Hayes’s (1988:3l five factor typology: (1) low self-confidence; (2) social disapproval; (3) situational barriers; (4) negative attitude to classes: and, (5) low personal priority, is used as a criteria. These five factors plus the seventeen cultural adaptation attributes were used as a guide during initial open coding (Coleman, 1993). This topic will be expanded in Chapter Four. 1 6 Leaminafimles Learning style determines medium, platform, or format with which a student best learns. Conti and Welborn (1986) state: The learning style findings indicate that knowledge of a student’s overall learning style or the learning preferences In various areas composing learning style may not be of tremendous value in facilitating student achievement. The lack of any significant differences when students were categorized by their dominant mode indicated that all the elements within a preference area were equally successful in helping students to achieve. Therefore, perhaps acknowledgement of the actual learning strategies used by the student in each learning situation might be of greater value. Learning strategies refer to the immediate tactics that a leaner uses to deal with a specific learning situation. While learning strategies may be grounded (emphasis added) in the student’s basic learning style, they incorporate adjustments for various situational factors. The learner’s final success in the educational setting may be dependent upon the appropriateness of the learning strategy which is employed, (p.21-2). Duguid (1984) identifies the facilitating agents for an incarcerated adult. The first and best strategy makes knowledge irrefusable. The divergent approaches to a prison education program attempt to go beyond accreditation or amusement and address instead, attitude change, human choices, judgement, and empowerment. This approach focuses on the provision of knowledge. The second approach focuses on individual development. Its aim is to facilitate students’ maturation so they are able to inform their discretion with sufficient sophistication enabling them to support the healthy continuation of mainstream society. 17 The philosophic issues of perfectibility and will are important (Parsons, 1949:311) in the perception of students in correctional education. Undoubtedly, a strong relationship exists between thinking and acting (Parsons, 1961 :1 1) and thus this author concludes there is a link between thinking and criminal behavior. Education carries within It the potential for enabling criminals to perceive the world differently and make the decision to act upon it differently. Descriptions and data indicate prisons contain a rather coherent class or caste of errant citizens with a predisposition to offend (Walters and White, 1990). Felons have been portrayed as decision maker, bandit, and social victim. The content and quality of their lives have had a direct effect on the way they think, and on the cognitive structure that determines how they decide to act (Parsons, 1966). Stone (1985) argues that Vyotsky’s Ideas can play an important part in furthering understanding of the maladaptive learner and the development of effective interventions. Implications of Vygotsky’s model of strategy acquisition may be explored. The incarcerated’s future presents an untapped potential resource in the American culture. The person who leaves the prison needs to be understood, educated, and employed in a different environment than from which he came (Parsons, 1961). llliteracy may be one causal element which leads to incarceration, this attribute may be the mental differentiating actor which makes his mainstream society 18 environment different enough for him to remain In open society, (Stone, 1985). um. Lifestyle criminality is a predetermined choice based within a thinking style. An individual Is not predestined to a life of crime by poverty (Duguid, 1981; Duguid 1984; Meyer, 1989), his parents (VanVoorhis, 1988), peers (Yatsko, 1990). or drugs (Thompson, 1983), but rather, chooses to violate society’s rules and laws (Minnis, 1990). The prisoner’s initial response, to a question aimed at establishing a cognitive pattern, Is denial (Long, 1982). The prisoner will then present justifications reflecting the fact he thinks in ways which reinforce his decision to live irresponsibly (Walters and White, 1988). Walters and White (1988) have hypothesized that there are four stages in the development of lifestyle criminality (Zambia, 1988) - pre- criminal, early criminal, advanced criminal, burn out - and that offenders think and act differently during each of these four stages. The most accurate estimate of an offender’s developmental status Is his age (Nordhaug, 1986) and attitudes (Rest, 1986) as well as the type of crimes he commits with the greatest degree of regularity (Naylor, 1985). These four stages correlate closely with the first four (of six) levels of Kolberg’s morality development scale (Appendix A) (discussed in Yatsko, 1990). In evaluating the quality of data received from the client the eight primary cognitive characteristics of criminologic thinking (entitlement, cutoff, 19 power orientation, mollification, sentimentality, super-optimism, cognitive indolence, fragmentation) need a place in the framework (Parker, 1981). The degree to which any one of these characteristics Is dominant specifically determines data reliability. The most crucial is the degree of fragmentation, the Inability to separate reality from fantasy (Patterson, 1986), as It directly associates with age appropriate behaviors in pedagogical terms according to a Piagetian theoretical base (Stone, 1985; Thompson, 1989; Saracho, 1988). Through the separation of fantasy and reality an equally proportionate growth or sense of personal power or a sense of it requires the formulation of Identity and authority. Vygotsky (1962, 1978, 1981) puts forth the concept that idea maladaptive learner behavior and the development of effective intervention are developmentally sound within, in the corrections setting. Implications of Vygotsky’s model of strategy acquisition, and the role of adult-child interaction, in both formal and informal instructional settings, design implicates the child-like position the prisoner occupies in the correctional institution. Vygotsky's intervention theory concerning the interrelationship among instruction, development and treatment emphasizes an Intra—organismic factor is the genesis of teacher I pupil Interactions. Through behavioral annotations, the learning facilitator keeps the interactive perspective pedagogical while the strategies must be 20 andragogical (to maintain Interest). This, lowers one barrier to adult education participation (Cross, 1983). MW. While observing the lifestyle criminal (MacKenzie, 1988) one must keep In mind he respects honesty, often mistakes kindness for weakness and views disorganization as a sign of disinterest and lack of competence. The correlations between organizational thought and the criminal mind expand with an appreciation of a power distribution theory (Rock, 1988; Saunders, 1990). The determination to continue is derived from dependence. Dependence is created from personal empowerment while striving to maintain continuity. Dependence is created from personal empowerment crises (Scharzberg-Smith, 1989). A perspective for environmental adjustment exhibits Itself when being viewed as a non-person, while striving for self realization through empowerment. The ultimate empowering tool Is literacy. The role of literacy enables people to influence the political and social processes that affect their lives. Paublo Freire (1970) considers the political, social, economic issues related to literacy. Prisoners represent an easily identified social, political, and rights depravation minority who possess the component of and the conditions needed to develop a liberated mature adult’s perspective toward world Interpretation. This researcher applied Freire’s principles, in that, the incarcerated student must constantly strive to maintain a balance between 21 perceived empowerment and the continuity of personal integrity within a morass of rules and regulations which are enforced with bias in the prison environment. W. Dependence is a function of the availability of alternatives, and the Importance of the resource provided (Walsh, 1985). The resources exist within the treatment program, especially education programming (Rozycki, 1988). These generalizations drawn from organi- zational theory (Buckley, 1987; Cameron and Zammuto, 1984) are transferable to human behavior. Developmental organizational theory fits the needs of the developing adult learner ((Moore, 1988). The incarcerated ABE learner is a subunit within the prison cultural dynamics (Stuart, 1986). To the prisoner, "May I live to see the sun rise again," is the most important element demanding substantial centrality. This thought is correlated with an organization’s primary goal of maintaining its existence and integrity. The Individual may not have clear goals beyond survival. The individual’s mission is definable by the function of the treatment program - ABE School - in assisting the development of goals within the person (Patterson, 1986). expressed, prioritized, and managed by the Individual (Berry, 1989, ED297087). The Individual’s goals must mesh with the DOC’s mission. Its standards guiding the correlation are: (1) administration (philosophy and goals, written policy and procedure, organizational chart, budget, accreditation, annual meeting, student records, and program evaluations); 22 (2) staff (chief correctional education administrator, local education leadership, personnel policies, pro-service training, student - teacher ratio, comparable pay, and business and industry involvement); (3) students (student orientation, classification, educational Incentives, screening/assessment, women’s equity Individual program plans, evaluation, and licensing and credentialing); (4) programs (comprehensive education programs, curriculum, equipment and facilities, instructional resource materials, vocational trade advisory committees, special education, education for segregated populations, and post-secondary programs). These four standards create the power base for authority authentication. Metbcdundleclminues This section discusses current theories, paradigms, social processes and personal empowerment. Andragogy is a technical reference concept relevant to the study of adult learning (Knowles, 1978). An adult’s status in society reflects the unique quality and quantity of positive knowledge acquisition. Yet, the incarcerated adult poses another unique dimension within adult learning theory formulation. Reynolds (1972) states: ...It should be emphasized that even the most precise, clear, and widely accepted set of definitions, even if they are quantified, can provide no more than a procedure for organizing and classifying objects or phenomena. They cannot be used for prediction, explanation, or providing a sense of understanding. Only when the next step is taken, providing statements that describe relationships between concepts, can these other goals of science be attained. This is an important distinction, for many of the “theories" in social science appear, upon close inspection, to be merely elaborated sets of concepts without any discussion of the relationships between concepts,(p.65l. 23 The adult assists the child in the traditional learning model. Pedagogy always Involves an adult assisting a child while becoming an adult. Andragogy always Involves an adult assisting an adult. The assisting adult hopes to elevate the learner adult to a more refined, competent adult status (Cross, 1981:222-223). The relationship structures of trust, discernment and authority must exist between the adult as teacher and the adult as learner (Darkenwald and Merriam, 1982:44—46). The lack of precision is found in life itself and not in the respective concepts: This is partly because adulthood, viewed phenomenologically, is a way of being human rather than a state or stage into which one passes (Knowles, 1970:37-39). This researcher interprets from Knowles (1970) the following precepts. The movement from childhood to adulthood is a continuum, therefore the application of pedagogical-andragogical methods must exist on a continuum. Does the incarcerated adult fit on the continuum or is he a displaced erratic? The child has no obligations or responsibilities as he gradually progresses on the way to adulthood, he is required to exist within an atmosphere of security and support (e.g. trust). The child is not yet a part of the social order and lives on the periphery of society while on his way to an increasing participation in and responsibility for It. The conflicts arise in that the incarcerated adult is physiologically an adult and has experienced 24 life as an adult but Is now in the relative social order of the child (Aubuthnot and Gordon, 1988). The central concern of adult education learning theory, with needs and goals of the learner, is strongly associated with a main tenet of existen- tIalIsm, viz-a-vis, the sovereign freedom of the Individual. This Is an organismic model perspective of humankind where the Individual is ultimately free and creative. An organismic self that Is present at birth has inherent striving of its own, and that is healthy and non-destructive in its aims. The principle of inherent goodness and self-striving are philosophical axioms inherent in American educational thought (Arcilla, 1990). Another goal of adult education learning theory Is to equip humanity with the skills and attitudes for continual Inquiry, lifelong learning. Significant learning (Rogers, 1967) and self actualization (Knowles, 1970) In learning are two Ideals incorporating the same perspective: both conceptualize a total-personal learning process which includes the Intellectual, emotional, and physiological self. The incarcerated learner is in need of a student-centered education which views the development of the person holistically. When a living creature cannot adapt to conditions In its environment it disappears and Is replaced by another organism able to adapt to the conditions that exist on the planet at that time. The incarcerated human has been removed from his natural environment because he was unable to adapt 25 to the socIo-politico-economic conditions of his environment. He is placed in another environment operating under the same natural laws, therefore; his adultness will cease to exist given time. (Leakey and Lewin, 1977). As the adaptation principle suggests, In the open environment when one person Is removed and Incarcerated another person will take his place doing what he was doing. And, as a bed is emptied within the correctional system another body will be there to fill it. Wages. Argyis (1989) social behavior processes are applied to the incarcerated as follows. Social processes are part of cultural adaptive processes and it is through their constancy that social practices are passed on from generation to generation, to break the cycle of incarceration there needs to be increased flexibility in the cultural system so that changes can occur in a rational and systematic fashion when they are needed for maximum adaptation. Planetary social order is in a state of rapid change. The old ways of dealing with nonconformists are not working (Wolff, 1960). What ever the changing conditions of the society and how ever constant practices may be or are desired to be through political/judicial action, It Is invariably true that societies will change or they will disappear (Durkheim, 1893). For adequate decisions to be enacted, contemporary societies must demand a change in the way things are done, decisions made, actions justified, and people rewarded for compliance. 26 Empowerment. The last element of the method and strategy discussion concerns empowerment. Paublo Freire (1970) has used empowerment as the keystone to breaking the cycle of illiteracy In Brazil and Chile. He defines empowerment as: 1. To give official authority to: delegate legal power so as to provide commission, authorization. 2. To give, to create In a significant form. Empowering a prisoner definitively commits the power source to active habilitation / rehabilitation treatment model. This conflicts with society’s demand for mass warehousing of social deviants (sentenced felons). New experiences are assimilated to and transformed by one’s past experience. (Mezirow 1978 - p.101 .) n” H“. H ::-"n-.-.~- H .; ”WA; ... Within the correction’s client (Brookfield, 1988; Miller 1982) data collection has three major obstacles to overcome (Upchurch, at. al., 1987). First, the consistency of data received from the client tends to be highly unreliable. Second, when client data is compared to the permanent file reports (which contain biases effecting reliability) the correlations are unpredictable because of input reliability. Lastly, there does not exist a clearly defined learning theory which applies to the incarcerated adult. This Is true because of the developmental nature of current research in humanistic psychology and existentialism (Hartree, 1984; Brookfield, 1988 and 1992). 27 The problems of using in-depth guided interview to gather data stems from the mind frame of the lifestyle criminal (Jackson and Duvall, 1989). Criminals are indeed quite resistant to change. While a variety of different Intervention strategies, include biomedical approaches (Hippchen, 1976), family therapy, psychodrama, behavior modification, and reality therapy, have been attempted, Initial results were largely disappointing (Walters and White, 1989). Gendreau and Ross (1987) conclude that Intervention can yield positive results with many types of offenders, particularly when behavioral and educational approaches are used (Brown, 1985). The career or lifestyle criminal has been found particularly responsive to differential treatment as measured by recidivism rate (Gendreau and Ross, 1987; Cogburn, 1988; Tech, 1987). Lifestyle criminality Is a way of life: in other words, his behavior is highly Irresponsible, self-indulgent, interpersonally intrusive, and involves a regular pattern of social rule breaking (Fink, 1990). The characteristics of the lifestyle criminal causes the data received from him to be highly unreliable. The lifestyle criminal will tell the interviewer whatever comes to mind. They have little or no moral reason for telling the truth (Walters and White, 1987). The establishment (Vandenberg, 1993:58-9) of trust, respect, and honesty, lays the groundwork of a relationship between researcher and participant. 28 CHAPTER THREE QUALITATIVE ANALYSIS FROM lN-DEPTH INTERVIEWS This study explored the educational needs of incarcerated Adult Basic Education (ABE) students from the student’s perspective using an interview- based qualitative methodology and grounded theory analysis procedures. Data drives qualitative, grounded theory development. The research design developed and evolved during the pilot phase. Interview questions were developed to guide the data collection process. A pilot study of five interviews was conducted in order to determine the study’s feasibility. After analyzing the five pilot interviews the guide questions were modified so the data collected better met the intent of the study. All study participants were interviewed using the same guide questions in the same order. W. This instance of investigation leads to empirical relevance (Reynolds, 1971 ). The possibility of comparing some aspect of a scientific statement, a prediction or an explanation, with objective empirical research is what Is meant by the criterion of empirical relevance. In order to understand the importance of this criterion we must consider a difference between perceiving an event and explaining it. Perceiving an event is having sensory experience of a particular state of nature. Explaining why one event is associated with another, or what causes an event, is the basic purpose of a theory. Individual perception is a sensitive and delicate process, and often many subtle and unconscious factors may affect what an individual thinks he has perceived. If an individual has proposed a theory and the only source of supporting evidence is his perception of the phenomenon of interest, then it is not clear whether or not his desire for the theory to 'work" affected his perception of the phenomenon. For this reason, it Is desirable that any scientist be able to examine the correspondence between a particular theory and objective empirical data. The Important factor Is that the potential for such a check Is available, for very seldom is it initiated. But if a theory and the empirical evidence that supports it is presented in the appropriate fashion, in detail, other scientists feel that they can verify the results for themselves, and this increases their confidence in the usefulness of the theory (pp.17-18). This chapter describes the various aspects of the grounded theory as a methodology in action. “The purpose of grounded theory method is, of course, to build a theory that Is faithful to and Illuminates the area under study,“ (Strauss and Corbin, 1990:24). Methodological topics covered in this chapter include accessing and establishing the research program, creating the context, choosing the participants, interview protocol, analyzing the data and feedback, and validity and reliability. E . IEIII'I' IIE IEI I The researcher followed Policy Directive: Research Involving Corrections Facilities or Clients (PD-DWA-29.01: 3/1/75) to gain access to the prisoners for data collection. The need to voice tape record the interview imposed additional restrictions of time and access. The initial contact was made to the Special Studies, Research Division of the DOC for departmental approval. The original research concept Involved an application of mainstream society’s adult learning concept (andragogy) to incarcerated ABE students. As the result of discussing the 29 30 concept with cohorts the researcher discovered it was Illogical to impose the andragogical model on a population for which it was not designed. The Incarcerated students response to an initial informal contact Identified their WW1: as a primary research focus. The initial methodology included both a questionnaire sent randomly to Identified locks within the institution and interviewing ABE students. As a result, the research questions were revised and the questionnaire was rewritten and used as an interview guide to the in-depth taped Interview. The research population consists of incarcerated, male adults enrolled in the researcher’s ABE class within the prison’s parameter. The prisoner attends class on a quasi-voluntary basis. Incarcerated students volunteered for the study, without remuneration or evaluation, (Client Release Form, CSJ-305 Rev. 5/86 in Appendix D). When all required forms were completed and filed with the appropriate authorities the researcher sent a memo to and spoke with the shift sergeant in each of the resident units explaining what was going to take place during the taped interview. Each resident unit sergeant was asked to provide a semi-private office space in which the interview could take place. Whenever a prisoner interacts with a non-custody staff person in the housing unit, the work area must be fully visible by a resident unit officer. The interviewer paid close attention to block routine and the scheduled of mass movement 31 times so the resident unit officers would not be confronted with a double staffing manipulation by a prisoner. The new question guide correlated to the Research Questions proved to be a valuable research instrument. Especially, since the researcher has a bias for lnteractionists and pragmatist writings. The university’s human subjects committee acknowledgment was requested and received. W When a convicted felon enters the Department of Corrections, Bureau of Facilities, Reception - Guidance and Counseling Center (R-G&C) case workers administer and analyze a battery of tests and interviews. This data combined with the Presentence Report generates specific treatment program recommendations. The density of paper work for each prisoner impresses most prisoners that they are being dehumanized when entering the Bureau of Facilities prisoner management system‘. The prisoner needs to complete or make verifiable progress toward these recommendations, prior to his first out date, to be eligible for parole. Each prisoner’s counselor does an annual review of these forms except Basic Information. In its place is a Program Evaluation Report, CSJ-363, Rev. 6/92, is included. All of the interviewees have completed the R-G&C process and have been assigned to the research prison site. The prisoners have been The stated perception will be grounded in interview statements in Chapter 4. 32 classified to the Academic School as students, which is a work assignment. The researcher discussed the proposed project with all the classes. The more open and honest a person is when working with prisoners, the greater one’s personal security. The study sample consists of seventeen incarcerated ABE students which attend the researcher’s ABE-2 class daily for three and one-half hours. The class membership changes on an average of one student leaving and one entering daily (Appendix E). The students were arranged by class participation longevity. The top seventeen were chosen because the next highest student had been in the class four weeks. All seventeen incarcerated students participated in the study. The incarcerated students were told the criteria (previously stated) for being included in the research project. The researcher carefully explained to each student that those included In the project would not receive compensation or partial evaluations. In the prison community workers and prisoners alike must constantly be on the alert to avoid being set-up by a prisoner. This is one of the greatest limitations to researching the incarcerated. Seidman (1991) Identifies the importance of the relationship, who contends that validly exploring the meaning of a participant’s experiences is impossible between strangers. According to Bogdan and Biklen (1992:47) researchers hoping to understand how participants think about something ”model their Interviews 33 after a conversation between two trusting parties: Therefore, In an Interview, "...a good part of the work involves building a relationship, getting to know each other, and putting the subject at ease," (p.96). Collecting data from an incarcerate (Debow, 1982; Brookfield, 1988; Miller, 1982) has three major obstacles to overcome (Upchurch, et. al., 1987). First, the consistency of data received from the client tends to be highly unreliable. Secondly, when client data Is compared to the permanent file reports (which contain biases effecting reliability) the correlations are unpredictable because of input reliability. The question then becomes: Is it possible for incarcerated students to report their perceived needs reliably and validly? The answer exists in the degree of trust the student has in the researcher’s ability to report only what Is stated and confidentiality will remain Intact. Intentimflmpml The seventeen interviews were conducted between August 01 and September 30, 1993. Each interview was taped (without interviewee’s name, required for confidentiality) and lasted for sixty to ninety minutes. The Interviews took place In the housing unit where the interviewee resides. Fifteen Interviews were completed in a semi-private office on base gallery (ground floor) and two were completed through the bars at the prisoner’s cell, for security. 34 There are five subsections to the interview: listening, structure, control, content, and process. Polit and Hungler (1985) state: Survey data can be collected in a number of ways. The most powerful method of securing survey information Is through personal Interviews, the method in which interviewers meet with people face- to-face and secure information from them. In most cases the Interviewer will use a carefully developed set of questions, referred to as an interview schedule....personal interviews are regarded as the most useful method of collecting data because of the depth and quality of the Information they yield. Furthermore, personal interviews usually result in a high number of ”returns"; that is, relatively few people refuse to be interviewed In person, (p.122). Listening Listening is an acquired skill. Yet, even the most skillful listener cannot remember the content, inflection, and nuances of an interview lasting up to an hour and a half. Following an interview schedule helps but if the researcher is listening effectively he cannot record sufficient notes to be of value in the analysis phase. Bogdan and Biklen (1992:98) state that to listen carefully is the most important task of the interview. Therefore, tape recording the interview Is the most logical supplemental tool available. Written consent to record an interview provides liability coverage and avoids misquotes in the transcribing and analysis phase. Strauss and Corbin (1990) state that in order to have an accurate record of the interview, tape recording is essential. The transcription of the field notes and interviews will depend on resources and intended use of the interviews. “Regardless of whether you transcribe all or part of your tapes, it Is still important to listen (emphasis added) to the tapes. Listening as well 35 as transcribing Is essential for full and varied analysis. A final note: better more than less (p.31). Structure Polit and Hungler (1985) assert that structured schedules within the interview schedule consist of a set of items in which the wording of both the question and the alternative responses is predetermined. When structured interviews are used, all subjects are asked to respond to exactly the same set of options for their responses. The purpose of such a high degree of structure is to ensure comparability of responses. The format was used for some elements. The balance of the research questions were open- ended since trends of perceptions were being sought. A viable alternative was found. Most interviewees responded unprompted. The interviewer gave prompts from the Interview schedule (guide questions) as needed. This approach was logical because the researcher sought interviewee perceived responses to the questions asked. This concept was discussed earlier in the empirical relevance quote (p.33) from Reynolds (1971). Central The level of control existed in three interacting dimensions. First, the need to maintain safety and security of the individuals involved in the interview. Safety and security is the primary element of the DOC’s Mission Statement (Appendix C) for the research facility. Second, conducting the 36 interview within time frames that were free of the block’s movement schedule. Lastly, from the pilot Interviews the researcher found that the interviewee would wander into nonessential stories if the interviewer did not keep the interview on track using the interview schedule (guide questions). Content The content of the each guide question was required to directly relate to or cause the interviewee to illuminate an aspect of one of the five research questions (listed in Chapter I ,p.1). The demographic questions assisted the researcher in establishing internal validity and reliability for the interview. They were also designed to put the interviewee at ease and relate some personal quantified elements of his life. The questions were written to illuminate not to intrude. The demographic questions are as follows: Demographic elements and how they impact the incarcerated student’s attitude toward formal education? 1. How old are you? D.O.B. 2. What is your prefix letter? 3. What is the highest grade you completed in school? a. Regular program b. Special placement program - what type? 4. Have you attended school in another institution? What type? 5. Describe your childhood family - (coach the interviewee on the topics: a. number of adults, source of money, number of children and their relationship to you b. Where did you grow up - inner city, suburbs, small, town, country setting. 6. Does your family value education? 7. If you have children, do you see them regularly? If so, what do they think about dad being in school? 37 8. Explain the statement, “Do your time, don’t let time do you.“ The next set of questions were created to form a bridge from his past living environment to his current incarceration. The bridging element was his perceived notion of education (Adult Basic Education - ABE) and its importance In his life. They are listed below with Research Question l. W: What do ABE incarcerated students think about education in general, and how they approach learning prior to and during incarceration? Would you be attending school now if you were not incarcerated? Evaluate schooling on a 1 to 10 scale relative to its importance in your life now? Evaluate schooling on a 1 to 10 scale relative to its importance in your life prior to incarceration. How did you approach learning or school prior to incarceration? What was your attitude toward school as a youth, as an incarcerated adult student? How do you approach learning new that you are incarcerated? 9’5”?!”Pr‘ The next set of questions were designed to discover how the incarcerated ABE student personally felt about school. This level of questioning requires more introspection and value weighted answers. Questions 3. and 6. seemingly are close-ended, this format was used to give the Interviewee an idea the question’s meaning. Knowing the interviewees as students for at least six months increases validity and reliability. Research Question II and associated questions are as follows. 38 W: What do Incarcerated ABE students (individually) think about schooling, teaching, and learning in terms of what should happen In the classroom, In terms of strategies, methods, styles, materials and support? 1. Why are you in school? 2. How does incarceration affect you as a learner? 3 What teaching style do you prefer? 599°.“ 10. 11. 12. 13. a. High teacher-centered b. Intermediate teacher-centered c. Moderate teacher-centered d. Moderate learner-centered e. Intermediate learner-centered What could be done to make you feel better about school while in attendance? What learning materials do you most enjoy using? Do you learn better from: a. Books and handouts? b. Small group discussion? c. Large group discussion? d. Computer programs - used individually? a. Computer programs - two or three persons interacting with the program at the same time? What do you like most about this school program? Is there truth or validity in the statement - You must learn while in prison because you are a captive audience? Does attending school help you feel like a real person as you might feel in the WORLD? Do you perceive you have an easier time following institutional rules as your reading ability improves? As your general informational knowledge increases do you perceive your ability to do your own time improves? The longer you are in school and the higher your academic standing becomes, do you feel you are more in control of your direction in life? Does more formal education equal more power and authority? The third section of questions attempts to guide the student to think about the class as a whole, to hypothesize what other students think about school compared to what he thinks as a part of the whole group. The questions focusing on Research Question lll follows: 39 W: What do Incarcerated students think about teaching and learning as a group? 1. Did a lack of formal education contribute to the behavior that precipitated your Imprisonment? Compared to other institutional education programs, how does this current program rate (1-10)? How do you feel about the group discussion centered on current events (Institutional through international)? Do you perceive there is a teaching/learning goal set by the teacher (facilitator)? What would describe as the most Important part of the daily school routine? 9‘95”!" The fourth set of questions are intended to draw out analytical thoughts the interviewee has compared to questions asked earlier in the Interview. For the level of academia acquired by the Interviewee, this Is a very difficult series of questions. The researcher had to advise the Interviewee by restating previous questions and recapitulating ideas already given. The consistency of answers when compared to the previous portions of the Interview will assist in the coding process. The intent is to raise action oriented questions which will guide ABE program development: therefore, being able to better meet the needs of the incarcerated ABE student. Also, response spontaneity Increases the potential for truthfulness and increases element disclosure which leads to theoretical framework anchoring. The questions are as follows: W: What are the similarities and differences In the incarcerated student’s views on teaching and learning? 1. How do you feel about the extent (degree) of individualized programming? 4o 2. What would you change in the school program to help you meet your educational goals? 3. What is your greatest perceived need while working in class? 4. Do you perceive you share this idea with none, some, most of your peers? 5. What interferes with small and/or large group instruction from your perspective? 6. Is small group Instruction a useful way to work on a logic problem presented by a computer program? 7. Does coming to school make you feel better about yourself? 8. Once you are familiar with the school routine are you more or less able to set learning goals for your self? At the end of each interview the interviewee was asked what he would say if a significant other, such as mother, father, wife, and grandmother, asked him, “What about yourself are you the proudest? Why?“ Em An informal interview tone was established easily because both the interviewee and interviewer knew one another, as previously stated, In a student - teacher relationship for at least six months. This was helpful In all the interviews because the interviewee knew he could not play a con-game with interviewer. The interviews were question oriented in the first few interviews as the interviewer became more skilled In the interview technique. “Even established routines are effected daily, even hourly, by unforeseen contingencies. So, the flow and texture of the work in prisons (word changed from hospitals) can neither be accurately described nor adequately analyzed without thinking in terms of process (Strauss and Corbin, 1990, p.156). 41 Process links the action/interaction sequences, as they evolve over time (Strauss and Corbin, 1990). Action research brings process into analysis an essential feature of grounded theory analysis. Analzslundjeedlmls During the analysis, properties are often found In their dimensional forms, or the specific properties pertaining to this instance of the phenomenon (Strauss and Corbin, 1990, p.72), and conceptualization of an instance of the case. This analysis was constructed on the philosophical bias of the researcher discussed in the first chapter, and used the grounded theory Inductive methodology. The Intent was to understand how incarcerated ABE students perceive their educational experience as a part of the prison’s treatment program. The analysis also involved two levels (Vandenberg, 1993). the descriptive and the theoretical. “These four dimensions of the analysis can be pictured in the matrix form. participant ' level of analysis OOCGOOOOOCCOOOOCOCOOCCIOCOOOOOOGOOQICOOOCOIOCO individual ' individual * individual ' description * theory OCOOOOOOOOICGOOCOCOIOOOICIOCI{OOCCOOOQCOI’C‘IIIQO group ' group * group . ‘ description ' theory The tapes were transcribed by the researcher. In five cases a second interview contact was necessary to clarify specific data that seemed not to 42 correlate with permanent record data. In each case the initial information was accurate, but the interviewee had not fully understood the question. The research questions identify the mum-dimensionality of the study with its two primary focI. First, the researcher focused on the Individual’s perceptions of his role within the educational environment. And secondly, the focus was on how the students perceive the educational environment as a group. Madmen: Strauss and Corbin (1990) Indicate that: Data from open-ended questions, unstructured observations, and subjective tests usually are not directly amenable to computer statistical analysis. When this type of information Is to be analyzed by the computer, it is necessary to categorize and code it. The researcher should first scan all of the responses, or a sizeable sample of them, to get a feel for the nature of the replies. The categorization scheme should be designed to reflect both the researcher’s theoretical and analytic goals as well as the substance of the information. The amount of detail in the categorization scheme can vary considerably, but too much detail Is usually better than too little detail. In developing a coding scheme for unstructured Information, the only rule is that the coding categories should be both mutually exclusive and collectively exhaustive, (61-74). Good scientific research begins with an original research question which is, according to Strauss and Corbin (1990), a directive that leads the researcher immediately to examine a specific performance, the site where events are occurring, documents, people acting, or informants to interview. 43 Effective analysis depends on theoretical sensitivity. This refers to a personal quality of the researcher. It indicates an awareness of the subtleties of meaning of data (Strauss and Corbin, 1990). Two sources of theoretical sensitivity are found in the researcher’s professional experience and personal experience. “Theoretical sensitivity Is the ability to recognize what Is important in data and to give it meaning. It helps to formulate theory that is faithful to the reality of the phenomena (accent added) under study (Glaser, 1978: Strauss and Corbin, 1990:46). . According to Vandenberg (1993): liAz‘ :e 8 ::|:;:‘:: I. e .020 lze. ’e :e :.: IQCDDI'QIIBS (1990). Strauss and Corbin present the most detailed explanation of coding procedures available. They describe three types or levels of coding: open, axial, and selective. Although coding becomes more abstract and theoretical as one moves through the three, in reality they are interwoven processes that do not necessarily take place in separate stages. In open coding (accent added) concepts,’the basic building blocks of theory’ (Strauss and Corbin, 1990:74) are identified and labeled. These concepts are developed in terms of their properties and dimensions, and used to discover categories. In axial coding (accent added) connections are made between categories according to a coding paradigm the specifies a set of relationships among data. These relationships involve conditions, context, action/interaction strategies, and consequences of particular phenomena found in the data. In selective coding (accent added) a ’core category’ Is selected, to which other categories are systematically related and around which they are integrated. In conjunction with these three types of coding, attention is given to Identifying and Incorporating descriptions of process (accent added) ’the linking of action/interactional sequences’ (Strauss and Corbin, 1990:143), (p.75-6). Coding is the process of transforming raw data into standardized form for data processing and analysis. Strauss and Corbin (1990). 44 ...the analytic procedures of grounded theory are designed to: Build rather than only test theory. Give the research process the rigor necessary to make the theory “good“ science. Help the analyst to break through the biases and assumptions brought to it and may develop during the research process. Provide the grounding, building the density, and develop the sensitivity and integration needed to generate a rich, tightly woven, explanatory theory that closely approximates the reality It represents.(p.57). 1559!“? As this researcher began to make sense out of the data, he faced the problem of determining whether the patterns of thinking and doing which were observed are truly peculiar to the incarcerated ABE students individually or as a group. Schon (1983) poses the following guide questions: 1. Was the practice carried out on one occasion only, or was it regularly repeated? 2. Was the practice limited to one individual or was it present in the behavior of several individuals engaged In similar tasks? 3. Was the practice Incorporated in procedures for decision and control of the environment? 4. Was it described in standard environment operating procedures. programs, or strategies? 5. When a new member entered the environment, was he instructed in the practices? (p.123) All the interviews were transcribed by the researcher using Word Perfect 5.1-DOS. The tapes were retained for future cross referencing as the analysis progressed. In the present research coding was established using cross-referencing in Word Perfect 5.1- DOS. The interviews were 45 open coded using on-screen vertical split data files. This process was lengthy but assisted In the axial and selective coding, which facilitated the systematic development of Chapter Four. Following the final review of the tapes they were erased and the client consent forms shredded, per departmental policy. WWW Mainstream social science has attempted to model itself on practice In the natural sciences, aiming to describe and explain events, processes, and phenomena in the social world in a manner that allows generalizations to be drawn. The exploration is for systematic explanations that can be supported with empirical evidence (Morgan, 1983). Once one challenges the assumptions, the criteria used to evaluate such research, become highly problematic. The question remains: Is it possible or meaningful to study the social world as a system of objective, empirical regularities that can be neutrally observed, measured, and predicted? There is also the question concerning the neutrality of observation and the related problem of objectivity. Observations can be seen as theory laden and objective within a socially constructed phenomenon (Morgan, 1983). During the analysis process the researcher kept in mind how the end product would be judged. Strauss and Corbin (1990:252) give this advice: (1) Judgements are made about the validity, reliability and credibility of the data; 46 2) judgements are made about the adequacy of the research process through which the theory Is generated, elaborated, or tested; and (3) judgements are made about the empirical grounding of the research findings. To emphasize the necessity for exactness in analysis Strauss and Corbin state: Criterion #1: How was the original sample selected? What grounds? Criterion #2: What major categories emerged? Criterion #3: What were some of the events, incidents, actions, and so on- (as indicators) that pointed to some of these major categories? Criterion #4: On the basis of what categories did theoretical sampling proceed? That is, how did theoretical formulations guide some of the data collection? After the theoretical sampling was done, how representative did these categories prove to be? Criterion #5: What were some of the hypotheses pertaining to conceptual relations (that is, among categories). and on what grounds were they formulated and tested? Criterion #6: Were there instances when hypotheses did not hold up against what was actually seen? How were these discrepancies accounted for? How did they affect the hypotheses? Criterion #7: How and why was the core category selected? was this collection sudden or gradual, difficult or easy? On what grounds were the final analytic decisions made? (p.253). Descriptimundlheenr The five Research Questions (Chapter 1, p.1) were written with the specific intent to describe the educational experiences of being an incarcerated ABE student, and from the description build a grounded theory 47 of how Incarcerated ABE students perceive their education and educational experiences. Dascrintlen The answers to the guide questions (interview schedule) produced the data necessary to fully describe the Individual’s educational experiences from his perspective. The educational needs cannot be determined unless prior knowledge surfaces and that information establishes the basis for future action. It should be clear that knowledge is not being created to mirror a reality that is Independent of human action and exists In an eternal unchanging state, but to deal with it. Also, starting Inquiry from problematic situations reduces the risk that scientific inquiry will degenerate to being merely a scholastic exercise, undertaken not to reduce an inquirer’s doubt, but to build a theory for Its own sake. Lastly, this viewpoint increases the likelihood that the theory Intended for application to practical problems will ultimately serve that purpose. Theory developed out of attempts to understand concrete situations is more likely to remain applicable to future concrete situations (Susman and Evered, 1978). We A goal of this research was to build a paradigm for incarcerated ABE student instructional design and create an environment Optimizing student perceived conditions. The design emerges from their perceived educational needs grounded in the students’ own encounters with the phenomenon. 48 Brookfield (1984:60) states the following criticisms governing paradigm constructs: ...(1) the emphasis on middle class adults as the sampling frame for studies of this mode of learning (self-directed learning - added); (2) the almost exclusive use of quantitative or quasi-quantitative measures In assessing the extent of learning and the concomitant lack of attention to its quality; (3) the emphasis on the Individual dimensions of such learning to the exclusion of any consideration of the social context In which it occurs; and finally, ‘ (4) to the absence of any extended discussion of the considerable Implications raised by these studies for questions of social and political change. This study does not contain elements of the first three criticisms, but does incorporate element four of the criticisms which qualifies the outcome as a paradigm for incarcerated ABE student instructional design. A postulated analysis of each Interview was constructed by Integrating perceptual concepts around major or core categories as in selective coding. The result of this process was an analytic story line of the interviewee's interactions with formal education from first experience to current experience. Group theory discovery was a more complex process. Each interviewee’s axial and selective coding were sorted to a core phenomenon. “It Is essential, however. to make a choice between them (seemingly equal phenomenon, researcher’s insert) in order to achieve the tight integration and the dense development of categories required of a grounded theory. The way to handle the problem Is to choose one phenomenon, relate the 49 other categories to It as a subsidiarles. than Identify the core category as the pivotal element developing as a single theory (Strauss and Corbin, 1990:121-2). The resulting grounded theory Is “an action oriented model, therefore In some way the theory has to show action and change, or the reasons for little or minimal change (Strauss and Corbin, 1990:123l.“ Brookfield (1984) clarifies the terminological semantic, confusion which can be seen to have profound conceptual implications for understanding learning and education. The problem arises from the fact that the word ’learning’ Is a gerund; that Is a word which functions colloquially as both a noun and a verb. We use the term ’learning’ to refer to an internal change in consciousness or to an alteration in the state of the central nervous system. Alternatively, we talk of learning In an active sense as a word which describes a range of activities. It is important that we remember this semantic distinction when we consider research In this area and one priority for thinkers in this field must be to propose clear and unambiguous definitions of learning and education In order that internal mental change is distinguished from the external collection, management and analysis of information. (0.61). The term learning and education interchangeably as the internal mental change of the student. 8 I' I'll I}! I'll This section on reliability and validity has been adapted from Vandenberg’s (Chapter 3, 1993) section by the same name. Earlier in this research study reliability and validity were mentioned with respect to the interviewees as lifestyle criminals. These two issues were dealt with in two ways: I 1) reading the interviewee’s permanent file for demographic accuracy 50 and Incarceration Incident: and (2) the circular nature of some questions checking the Interviewee’s memory during the self-reporting in-depth guided Interview. The subjective elements sought are truthfulness and ‘ trustworthiness of data received. In the empirical sciences a correlation coefficient formula Is used to determine an instrument’s reliability. Truthfulness and trustworthiness in an open-ended interview approach to problems solving are not numerically reducible. This dilemma of providing evidence of reliability and validity is intrinsic to the phenomenology of the grounded theory method. Reliability and validity must be discussed by comparing the naturalist and positivism paradigms, to the equivalent qualities of trustworthiness. Lincoln and Guba (1985) present a cogent discussion of the concept of trustworthiness, and compare positivism elements with naturalist elements. They assert that all research is judged by for indicators of trustworthiness: truth value, applicability, consistency, and neutrality. The labels give to these in the positivism and naturalist paradigms are show in Table I. 51 Table 1: Indicators of Trustworthiness In Two Paradigms Indicators of Naturalist Positivism Trustworthiness Paradigm Paradigm true value credibility internal validity consistency dependability reliability applicability transferability external validity neutrality confirmability objectivity Each of these indicators is presented below with a brief explanation (p.81) with a comparable utilization of the empirical format. B I I'll ID I I'll I The reliability of a measuring instrument is a major criterion of assessing its quality and adequacy. Essentially, the reliability of an Instrument is the degree of consistency with which it measures the attribute it is supposed to be measuring. The primary educational need the Incarcerated ABE student identified is the core category. The less variation an Instrument produces in repeated measurements (guide questions are comprehensible to each interviewee) of the core category, the higher its reliability. Thus, reliability can be equated with stability, consistency, or dependability of a measuring tool. 52 Another way of defining reliability is in terms of accuracy. The instrument can be said to be reliable if its measures accurately reflects the true measure of the attribute under investigation. An instrument’s reliability is not a fixed entity. The reliability of an Instrument is not a property of the Instrument, but rather of the instrument when administered to a certain sample under certain conditions. How Is the instrument developed with high reliability? First, while developing the research questions and correlated guide questions the researcher learned about the characteristics of the group with whom it would be used. In this study such characteristics were well known because the prisoners had been students for at least six months. Second, test the instrument In a pilot situation, then make subsequent adjustments so the data collected will be theory laden. The aspects of reliability that have received primary attention are stability, internal consistency, and equivalence. Stability. The stability of a measure refers to the extent to which the same results are obtained on repeated administrations of the instrument. In—other- words, does each interviewee respond similarly to the guide questions and do they solicit a similar chronological story line. W- Ideally, the designed Instrument will measure the intended attribute. This was true for the questions which guided the interviews. 53 Equivalence. Equivalence occurred when the pilot study story lines were compared to the subsequent Interviewees’ story lines. In qualitative analysis the standard statistical models for reliability are not feasible, especially with open-ended questions. This fact does not diminish the need for serious consideration in the study. A measuring device that is not reliable cannot possibly be valid. Validity. Another Important criterion by which an instrument’s quality is evaluated is its validity. Validity refers to the degree to which an instrument measures what It Is supposed to be measuring. The research instrument in this study cannot validly measure the core category (perceived educational needs) if It is erratic, inconsistent, and inaccurate. Like reliability, validity has a number of different aspects and assessment approaches. In qualitative analysis reliability and validity are equally difficult to establish, since interview story lines contain little information that could be quantified except some demographic data, which is not the focus of the study. WM- Content or internal validity is concerned with how adequately covered the content area of an instrument is. Content validity has more relevance to knowledge in an academic area. In this study content validity is substantiated to a degree by the facts the interviewee presents In his story line that would also appear in his permanent record, especially the pre-sentence report. 54 Win). Construct validation can be approached In several ways. There is always an emphasis on logical analysis. Constructs are usually explicated in terms of other concepts; therefore, the researcher should be in a position to make predictions about the manner In which the construct will function in relation to other constructs. The researcher using grounded theory methodology creates such constructs In the three levels of coding. If the levels are unrelated or incongruous one of two or both of the following could cause the condition. First, the data reported by the interviewee is erroneous and a fantasy; second, the data tapes were inaccurately transcribed. The first may be a valid condition of the subjects personality which is verifiable by medical records. The second may be corrected by listening to the tapes while following the transcript. Reliability and validity are essential test construct attributes, therefore verifying and cross-referencing the data is required. 0)] ll 'I IE I' I II I As previously stated, for this study, confirmability requires access to the prisoner’s General Office Services (608) file. Within each file the researcher found data which confirmed or discredited the data recorded during the Interview. There are two ways to verify the data if it is found to be untrue: (1) Comparatively analysis the Intake data and the presentence data and if necessary contact the professional who gathered the data; and, 55 (2) mentally create cross-reference questions while retaining interview schedule item Integrity. This research caused the researcher to carefully consider the presence of a bias concerning the educability of the incarcerated, with seven fruitful years of experience teaching In the prison academic school a bias is non- existent. The researcher has no bias either for or against persons identified by society as criminals. They are viewed as adult students who have a desire to learn. To maintain this neutral position the 608 files are rarely consulted because the incarceration cause may bias the researcher’s ability to effectively assist the incarcerated In his learning endeavors. 56 . CHAPTER FOUR - REPORT OF FINDINGS: DESCRIPTION AND THEORY The content of this chapter reports the findings In five sections. Section 1 discusses how incarcerated students perceive education in general, the focus Is a values clarification. The 2nd section discusses the students’ personal perception of the schooling process, it focuses on teaching and learning. The 3rd section discusses teaching and learning collectively in small and large group settings within the perspective of doing time. The 4th section explains the similarities and differences the students identify in the teaching - learning process. The 5th and final section discusses and maps the elemental framework for a grounded theory of education for the incarcerated Adult Basic Education student. The following section presents results correlated to research question one: How do incarcerated, Adult Basic Education (ABE) students think about education In general, and how they approached learning prior to and during Incarceration? The data analysis began during and immediately following audio tape transcription with open coding. The incarcerated students reported many common background traits. These correlates represent some prison cultural parameters. Seventeen associated attributes cluster naturally as a result of open coding. These are summarized In Appendix F. The associated attributes, which cluster to the Individual vary Independently, these are mapped by Interviewee in Appendix G. This mapping integrates the open coding and a sketch of the interviewee’s primary historical elements. Each interviewee’s clustered attributes are prioritized according to the frequency reported during the interview. The associated cultural skill definitions appear just prior to the interviewee’s perceptions to the research question from which they were extracted. Some reported attributes describe the perceptual impressions of the prisoner recollected from childhood and adolescence. Information related to research question one. Incarceration compounds the barriers to education for the study subjects. Many barriers result from the home childhood environment (relates to where the person lived) to school transition. During the upper elementary grades and middle school mental maturity should separate reality and fantasy. A maturing person usually allocates an appropriate time and place for fantasy expression. Many incarcerated adults mentally, than physical, dropped out of formal schooling between the ages of nine and fourteen. The following excerpt from Pulaski’s (1971), MW defines the parameters of fantasy and reality. ...an objects function is very Important. Chairs and rivers are alive only when being used by peeple, another illustration of the egocentric attitude. 57 58 ...some objects are alive only when they are moving. ...the tendency of the child (approximately age 6) to believe that human beings created natural phenomena. Further expressing his egocentrism, the young child regards his own perspective as immediately objective and absolute. To him all things are equally real... Piaget calls this attitude realism WW ream!) - the child ignores the fact that his is only one point of view, and thinks that what is real for him must exist objectively....with maturity (the child) he begins to realize that names are not an intrinsic part of the object named, but come from somewhere....Thus the dream Is caused externally and appears externally, later (about age nine or ten) children know that their dreams originate Internally and exist internally, although they appear to be external...objective reality or W dominates ones perceived world separating it from earlier developmental stages collectively identified as 1am The mature rational adult mentally functions in the next higher level of symbolic representation and can replace personal activity with symbolic interaction (pp.44»47). The parameters of culture which form the attribute clusters are symbolic with relatively definite meanings. The attributes listed prior to the interviewee’s Input is the primary felt or perceived need. The Incarcerated students’ actual words describe and explain their life history of interactions with the schooling process. Only the most descriptive examples from each interview’s data rich transcript was used. Within the quotations underlined print indicates researcher added emphasis, bold print Identifies a strongly held attitude of the incarcerated student. The sequencing and clustering should be referred to frequently to retain relative Importance of each attribute. W: How we appear, how we move about, what we sound like (regardless of what we are wearing or what we are saying) may be termed presence. Poise, glance, angle of chin, gait, voice quality, smile laughter; 59 are all highly personal matters, yet they are to a great extent affected by the culture in which we live and our position in it. The first education enabler involves the individual’s perception of his home environment. Subject E:...drugs kept me low count at seven, It will erode your mental capacity. Must lay back and do everything you can to stay mentally alert. They keep your body locked but your mind will do anything. I dropped out at thirteen. There hadn’t been anything for me In school sithe early grades. Now I can’t get enough time squeezed out of the day to do school work. When I was twelve I knew I could handle the adult world. His dysfunctional family provided little or no primary care or ethics instruction. His greatest need is to be with his twin brother who is also incarcerated. His primary need as a person is to be recognized as a person in his own right. He tries to learn but has little reference as to what the schooling process should entail. 2. Language: Language makes culture possible. Born with the capacity for language, infants are able to learn it only through with those who already know It: it soon becomes and remains an inseparable part of the person where place in the culture depends In great part upon the person’s knowledge of and use of language. Being an ethnic minority within a racial minority adds additional school involvement problems. Subject H: My childhood at home always excited me. Our family (nuclear) had a good Income. Both mom and dad worked. As an only child life was good to me. We could not attend church except on special holy days 60 because our neighbors ridiculed us. We were the only Catholic (Eagern) family In a Moslem Chaldean community. I had to live at Country Day School during the week. I would have been killed had I attended the public school. Most of the public school classes were taught in Arabic. I loved school but dropped out at sixteen. The streets were exciting and challenging and I could get what I wanted now. I was an adult in every way at thirteen, so why shouldn’t I be an adult. But now I really am an adult, I’ve got a lot to learn and I really enjoy studying under you W)- This student presents an atypical family history. A nuclear family, both parents portray stereotypical upwardly mobile professionals. School disenfranchisement occurred because racial tensions created an irreparable rift between Subject H and his parents. His greatest perceived need focuses on bilingual language mastery. He sees his educational goal as a fruitful endeavor based on positive parental modeling. 3. Ensure: Bodily movements, as of the head or hands, frequently accompany and reinforce speech and often are used alone. The meaning of gestures, like that of language , is specific to the culture in which they occur. Some incarcerated students were good students and nearly completed high school. Then, either from drug burn out or physical trauma most of the prior knowledge was lost along with essential learning skills. If a close bond develops between the learner and the teacher, non-verbal language becomes a powerful tool. Sublect 8: My family WWW) always helped me when I had home work. If I didn’t go school my mom or grandma called the school to let them know I was ill. I wasn’t sick much of the time. A lot 61 If the kids teased me when I was older saying I was a mamma’s boy because I always did what she wanted. They didn’t understand that I knew . what she wanted for me was the best for me. Then one night while out with the guys, I was shot. the next four years were pure hell. I was in prison but at the first I didn’t know who I was. I was thirteen when I rebelled. quit school and now I see that was a terrible mistake. Thinking you’re a man at thirteen Is not a good way to think. With this school W) I now know I can complete my GED as long as I can stay in your class (researcheL'sl- Subject 8 comes from an non-nuclear three generation matriarchal home. His greatest perceived need revolves around how a male acceptably carries himself and presents himself as a male person. Missing the years from age thirteen through seventeen (catatonic trauma) his memory does not help him in his identity search. Frequently he will converse with the researcher on how and why different people present themselves physically. He has acquired valued insight on positive male carriage without being macho. 4. W: Every culture has traditional ways of measuring time, these, after language, comprise one of the earliest learnings. Whether or not the individual is ahead of time or on it or behind it is generally related to the importance attached to this concept in the individual’s culture. Subject F: We lived on a farm so far into the hills of Kentucky we didn’t even have electricity, or any motor vehicles. In 1950 a worker lady came and took three of us little kids to a town. We were terrified of the thing she put us In to carry us. We were there four days, the time it took mommy to walk to where she thought we were and she was right. Mamma could read so she knew something of what the problem was. The lady claimed we kids weren’t being learned well. Mamma had each of us recite a Bible story she had taught us and then we did some sums, things we did every day, like how many eggs did we get all day. Learn'n was real important to mamma and dad, there just wasn’t time available to have go away to school. I’m 62 sad I’m in prison, but I use every minute to learn. I won’t be here forever. I may get my GED but what I know Is more Important than what’s on a piece of paper. ...mostly what I’m doing with my life is going to work every day, coming to school and watching to learn every move everyone makes. Subject F’s life was as he put It “In another century“ until he moved to this state as an adult. The pace of life and the passage of time were difficult for him to assimilate. Now, in prison, time again seems to stand still. He feels he must leave prison soon or he will not live to see tomorrow. 5. W: One aspect of the space concern the place of our birth and childhood and the location of our established home. Cultural patterns tend to respect and encourage this tie between self and land. Another such aspect Is the distance, small or great, between persons In friendly dialogue. This distance, specific to a given culture, Is learned without awareness when very young. For many public schooling was special education segregated from the regular school. Some Incarcerated students feel they were in special education because they were immature, or attended school very little so they had not acquired the skills of schooling and learning being taught. Consistently there Is a lack of meaningful supervision at home and school. Often the learner identifies a lack of reality between what grade they are in and the materials they were learning. Subject I: I finished the sixth grade in special ad. I hated school, so I was sick and my mom let me stay home. Dad was always drunk at home so we kids stayed away from the house until he was asleep. He was mom’s third husband and didn’t care about us kids at all. Mom tried but she was just too tired. I didn’t return to school until I was eighteen when l was in prison 63 the first time. With you What) I’m just like everyone else. You give me my assignment and I do them just like everyone else. You don't care how fast I am as long as I understand what I’ve learned. I really like school now and I may complete my GED. As an adult Subject I has rejected the dysfunctional aspects of his childhood. Home life was unreal with a substance abusive father which carried over to school. He stated he knew he was not like the other kids in special education but he had no way to explain himself. His General Office Service (608) records indicate he retained the cowering, fetal physical stance when he entered the Reception Center. His physical carriage has improved as his self-esteem improves. (Note: Self-esteem improvement has been measured subjectively based on daily interactions with Subject I.) Now, in prison, he has a stable environment, feels good about himself and his school progress. He perceives prison is the best thing that has ever happened to him In his life. Again, special education placement, coupled with a dysfunctional Lumbar) family made education a low personal priority. Along with these two factors the easy money from working for a drug dealer made schooling a nonexistent choice. Subject A: On the street I always attended special education classes. I didn’t think I was a retard so I didn’t go to school. Mom worked as an RN. In the hospital across town. She valued education but with us three boys and working more than full time she didn’t know where we were during the day, we got the mail first. Each of us knew who our father was. When the school would call one of them the father couldn’t always remember what mom we went to. I finished the tenth grade, but I never learned to read until I came to your class. If someone had helped me learn to read when l was little I might not be here now. I want to be a good person when l 54 leave, part of that requires a GED. I knew I didn’t need special education. I figured it out quickly. All the kids in special education were black, and no one had a dad. I had no Idea what school was supposed to be like when I entered the researcher’s class. I feel I would not be In prison today if someone had cared earlier In my life, “like you do Mr. Strawderman.“ 6. Bending: Ties that bind a person to family, to friends, to mates of many kinds: class-, team-, soul-, and others, to religion, to political party, to the home land -- all these are found at the very core of culture. Bonding begins at birth and continues throughout life. I want it all, I want It now. This Is a recurring theme as the interviewee recollects his adolescence, especially. Subject J: My friends followed me wherever I lead them. I quit school at fourteen. I thought I knew better than the teachers, now I’m older and I can see the reason for going to school. My parents (nualaar), they wanted me to go - they could not make me go either. Subject J reported his parents cut his ties at fourteen when he quit school. He also said he had no use for his father because he ignored him and his mother would just sit and pray for the two of them all the time. When I was sixteen mom told me why dad rejected me. Mom told me I was three months old when they married. She had no Idea who his natural father was, as she had been raped by a group of her “friends“ after a football game. Mom could only communicate with god since that night and hoped she would see him soon. She died a week later, that’s when my world fell apart. Reality began to come together again when I enrolled In school (at the research site). The warm caring environment was dream-like to me but I knew It was real. Again, this student feels prison is the best thing that happened to him because it is real and he knows he can personally grow to become the type of person his mother wanted him to become. 7. Learning: Learning may be formal or informal. Although to a great extent artificial, formal learning is directly related to the refinement of culture into the high civilization we know and of which we are a part. Learning of both 65 kinds enables the individual In the shortest possible time to understand, to become competent in, and to take his place in his culture. Subject K: Students have to put themselves on their own right path. Good teachers like you (Ineresaarenar) keep trying and some you win and some you lose. I grew up being a white boy minority. Because of that I had a real hard time in school as a kid. I had to spend my time staying alive. I’ve had knives pulled on me since I was five years old, in school and out. I realized early that l was safer on the street than in school. A problem could be solved or escaped from a lot easier than all those do goods in school. There weren’t ever someone at home so I didn’t go to school at all past third grade. I was big for my age. Passing off and working was easy. I was 15 when I got a job at the Rouge plant as a janitor. I knew in my heart there was something missing in my life, but It took being put down this second time to realize it’s school I need. I still have to keep an eye on my back all the time. There are too many of the locals in here to know them all or ask to be put in another facility. I won’t go to protection. I want to learn as much as I can so I can converse intelligently with good people like you. How’s that for using words I’m learning and knowing what I said? Born to a dysfunctional family where the father figure and his brothers sexually abused Subject K and his male siblings. His mother was, “a weak pitiful woman“ who had a lot of love to give but did not know how to structure her life. Subject K reported he never had a chance to learn. Now he spends a great deal of time reading and studying. He has academically grown four grade levels in nine months. He entered reading at g.r. 1.2 and doing only adding with whole numbers. At the time of the Interview he writes stories with a computer assisted program and is grasping the laws governing whole number calculations. 66 8. flealm: Health, on soundness of mind and body, Is both personal and a public affair. From the commonest greetings to the most advanced medical research, concern for health is an enduring preoccupation. 9. W: Awareness of whether one is male or female comes early In life and deepens as the years go by. The kind of life each of us leads Is largely decided by sex. Although food, books and music, for example, are virtually the same for everybody, this cannot be said of clothing or language or careers. How each individual views, understands, relates to and esteems the other sex Is a matter of Inner tendency and cultural codes of permission, expectation and requirement. 10. Iebaa: There are places to which one may not go, words one may not say, gestures one may not make, articles of clothing one may not wear (or fail to wear) on pain of strong disapproval or severe punishment - these are taboos. Of course, taboos can be deliberately broken; this Is the cheapest way to draw attention to oneself. Repeated violations can weaken a taboo. But the original force behind a taboo was very strong; a supernatural power was sure to punish. Today taboos are still to be reckoned with in any culture. 1 7. W: This concept formalized the relationship of the Individual to the group, stating what each person expects of the other in terms of such things as the vote, taxes, licenses, military service, financial 67 and legal rights and obligations, the demands that each person must meet and the protection he may expect In return. Guide questions appear in the transcript to demonstrate how difficult it was to extract relevant data. Subioct L: W) A little bit of everyone. like - My mother didn’t want me, but he divorced her when she was pregnant. He refused to claim me. I was assigned as a ward of the court. I did what I wanted to, don’t like police - they take you to jail and lock you up. When I was little I went from state institution to foster homes. I would run away, get caught, go to a juvenile home, to court, then to a group home. I kept the same cycle going until I was fourteen. I never went to school because I moved around it even in the institutions. W “2‘0. 2 ‘00 2 2“ ‘ 0 2 0. 2]. 12 100 e .000 A :W0l2| 0H0 .02.!2'OOII2I 210 22 ‘- .12 202. O. | always knew what was right, I figured it out on my own while moving around people’ s demands on my time. But, I chose to do little things at the edge of the turn. I wanted to be accepted with the crowd. Probable consequences didn’t matter until I got caught, then I regretted it but not enough to keep me from doing it again. I knew the risk versus consequences. The risk was worth it because I seldom got caught, I had lots of money, a sharp car, and sold a lot of stuff to friends. With the kids I knew no one went to school so I have no Idea what school should be like before I got locked up for good. I considered myself an adult, this was just before my fifteenth birthday. I wanted to be free, to do what other kids did. Juvy Hall unreasonable demands made on me, like go to school or solitary. Solitary was the best choice, then I knew who was In control, mall He (step father) was gonna teach me a lesson. He thought was hurting me but I really liked it. When he realized I really liked it he started beating me and Ma up with his belt. This was not fun, I beat the hell out of him with my fists, he died, I was eighteen and tried as an adult. I came straight to protection eight months ago. Walnut) Get a GED but it may not be possible because of maximum security. I usually only do two or three pages in a whole week. There are too many other things going on in the block to distract me. I thought I could have a complete course GED book and I could do the whole thing then pass the test. But you’re a good teacher and let me discover I needed to know more than the big book provides to really be able to know how the WORLD works so I can survive. Some day I would like to go to college. I keep messing up in here doing institutional time not my own time. 68 (Interim) I’d go to friend’s parents, get high with them, have sex with any of the family usually my buddy, a lot of parents liked to watch - they were blowing dope too. We had a great time, and the parents really cared about me, they gave me what I thought was good advice. So, a ran away because I didn’t want to be a ward of the court. I was little for my age but all developed in the adult way. My Ma beat me up. My step-dad threatened to beat me up but would let off if I did what he wanted to do sexually with me. I had been used to doing all kinds of things with my friends. I liked doing crazy sex with anyone because I felt like I was loved. Then, he wanted me to play and watch while Ma and he got it together. At first the three of us had a lot of fun. Than, Me said she would rather have me than my step-dad. I started drugs and alcohol at six. Drugs and alcohol was the primary base for friendships. I’ve been sexually active with other people since I was six almost seven, with the guys they were more available. W) A lot of people are in here because they had to survive. I’m in here because I was rejecting all of society’ s rule and mores. This Is where life is all about. Nothing else matter, joyl joyl joyl what a sack. From reading his initial history Subject L has never attended school, he had no Idea what the concept schooling means, until his current enrollment in the researcher’s class. He has a scant touch with either reality or the mores of American culture. He has not assimilated to the prison culture either. He wants to be healthy but does not connect his promiscuous sexual behavior with unhealthful behavior. He has verbalized a need for reading stories to provide social mores and morals. After co-reading them he has nearly zero comprehension. He specifically lacks the prior knowledge with which to connect the new experiences. He attends class every day because as he has said, “You’re (the researcher) the only person I trust my brain with.“ 69 12. Marsala: Ownership is of the essence to the individual. To have what is one’s own, whether it Is an Idea or an emotion, a privilege or a thing, ls of great Importance to the self. Cultural patterns have a strong influence over the possession of rights and properties as well as of loyalties and beliefs. In a dysfunctional family the parent has great difficulty transferring his/her values to the children, no matter how strongly the parent feel. Subject M: ...mom values education - completed from Adult Education a high school diploma in 1969. School was a dangerous place to be for a black hispanic mix. Even my brothers were cruel to me even though I am the oldest. I always knew what the teacher was talking about. I was angry at the world and refused to do any written work. Living in Detroit it was easy to cut school, even in first grade. That when I started working full time as a lookout. I made more a day than mom made a week. I want my twin boys to be proud of me when I get home. Part of that Is comMeting my GED. I know I can as long as you’re my teacher (researcher) because you care. Street money at age six lured him from school, It was easy not to go. Schooling and learning has the lure of being a positive experience for him now. He has the desire to learn but lacks the self discipline for an attention span greater than twelve minutes. A slowly maturing mind will require many cycles through materials at the same grade level. 13. Sabajatenae: Food, drink, sleep - shield against the weather and protection against destroyers small and great - these are the essentials of life. A prime factor in culture is to provide these for the individual in infancy and childhood, then to expect him to assume responsibility for them as he 7O matures and, In his turn, to aid in supplying them for the next generation. How this Is accomplished is a must characteristic feature of any culture. Geographic location determines the family’s means of support which often precludes schooling, especially when compounded by racism. SubloctN: (AngauusitixelLtuuctluuiunmslnnrtnmllurcrmhmraLdm -Ao 1:0 ‘0 I: .0 :e: 3:. l. g: : III' ‘1. l3 : u r so :0 WWW-I She (mom) was the only one in the family that could read, mostly read the Bible. She told us a lot of stories, so did grandma. When grandma was real little, she remembered the nice things Jesse James did for the colored folks. The nearest school was ten miles away. There was no way we could get there, so mamma and grandma taught us all, ten of us’uns. I always liked to learn, that’s why I’m in school with you now Mr. Strawderman. You know that show Mr. Rogers, that’s real Interesting and he reminds me a lot of you. If I can stay with your class, someday I might finish my schooling. As a child attending school was unrealistic. As a result he lacks the schooling prior knowledge to answer the first part of the question, “schooling prior to incarceration“. Life as an adult failed to present schooling as an option until incarceration. Until prison sustaining the basic needs to exist demanded all his time and effort for his family. Anything nice or extra came along with an occasional drug deal. The occasional deal became more regular. He has felt that as an African American he was a money slave to the system. There were always loan sharks around, “But no god fearing person would sell a child to pay a loan shark“. He had seen this happen in his neighborhood. 11. fireemjng: Clothing, hair style, shaving, cosmetics, ornaments, uniforms and the like are personal variables that are related to age, sex, 71 occasion, time of day, weather, occupation and social status. Culture formulates and dictates these patterns permitting personal preference only within limits that are clearly established. 14. W: Who leads, who follows and in what order, who has the first choice, who takes what is left, who is oldest, strongest, brightest, most important, most imposing, most beautiful, most popular, most honored - all these questions must find an answer whether at a doorway, a dinner, a beauty contest, or an election. Culture tends to establish fixed patterns for these circumstances in which the individual assumes his relative position. The statements, “in the wrong place at the wrong time,“ and “guilty by association“ contain a great deal of truth. it requires a person with a solid moral and aspiration foundation to go against both statements in a court of law and survive. This incarcerate not only survived, but views his incarceration as an opportunity to mature and accomplish the educational goals he shares with his family. This was a nuclear family until the father died in violent drive-by assassination. Subiect 0: Wm) I had a severe gunshot wound resulting in physical, psychological, and memory trauma. i had forgotten virtually every thing. In therapy. after the trauma, l quickly learned how to walk and talk. The words I began to use sounded familiar but I could not remember from where or when. Watered “ . .;‘:*0‘ .000 I ‘:0 00‘s. 0" o ...,no or. H}: AI: 1' ‘:‘u:| - u:‘00=1«m:‘0'9o1 0 1°Iorzln ° 0‘ t:0'°"-||r“ol10n'n' WW I was half done with the twelfth grade when I suddenly thought l knew more than my ma and grandma. There were eight of us, five kids, ma, auntie, and grandma. i look back now and I can tell ma I really needed to have known some man as a role model. I 72 went to work full time. i was shot while at work, the police tried to hook me to the crime, but the owner listed nonexistent items missing from the inventory, so i was tried for grand larceny from an occupied store - non- violent. l wasn't a part of the robbery, by the man knew l'd be convicted by association so he did me a favor. It was the best favor anyone had ever done for me. He saved me from myself. i really like school. We never had a teacher with so much patience, who honestly cares a great deal about all of us. I really like math because it is so logical and it doesn't require working with some one else or someone else's ideas. When i quit there was a major uproar and I had to move out of the house. One reason I'm in school now, my mother keeps bugging me every time she visits or writes a letter. I used to resent her attitude and comments, but now I have matured enough to realize she is very right. Out of three brothers and one sister, l'm the only one who doesn't have a H.S. Diploma. Any go on to school? Yes, the three older than me have graduated from college and the youngest is in college. He’s two years younger than me. Subiect O is learning at an extraordinary rate as his mind heals. He fails to schedule time for hygiene. He also finds himself out of place or cutting in line because he reported all he can think about is getting to school or back to his house to study. 15. Gem: Ceremonies have long been immensely popular with human beings; culture prescribes the manner in which they are to be performed. What the individual is to say, wear, and do tends to be fixed, whether at a wedding, a graduation, a funeral, a religious service, or a new year’s celebration. . 16. W: A reward is a recompense for merit, service, or achievement. A privilege is a legal or personal advantage gained by birth, social position, effort or concession. Rewards and privileges are closely 73 linked with motivation and have a wide cultural range, from a gold star In kindergarten to a Nobel prize. Occasionally an incarcerated student strives for the antithesis of cultural norms. Unknowingly that is what the following student has accomplished in his life so far. His youth may justify some of the problematic elements he presents to the institutional authority and attempts to present in the educational environment. Subject P: (0.0.8. 1972) I kinda completed the eighth grade. I never knew my father he died - got heavy into drugs and drifted. When i was ten I started to work at Taco Bell, doing cleaning. I worked more than I went to school. They had me in special classes because they thought I was messed up because of my mom's way of life (WW). I made contacts for my self in drugs because I was cute and innocent looking. I made other business as myself for me, I had several regular customers. By the time I was sixteen I had a good drug role and I became more profitable as a salable good. Business by the time I was sixteen, it was most excellent. I had my own place, car and I had quit Taco Bell the year before. I grew and matured but stayed in the same business, guys dug me, so I was worth more. I was in detention out on Pasadena for pandering on and off. But the court only kept putting me on probation. According to them I'm on probation until I'm a hundred years old. I could'a worked the time off if I had'a gone to school, but school interfered with my business. The best paying jobs were during the day when they were supposed to be at work or somewhere else. At seventeen my summers took me to Traverse City - dad died in '87. W) Something to achieve. W) When I was growing up I wanted to be a football player so I went out for football every year (W). Then I decided I wanted to be a wrestler, so I became a free style wrestler. l was champion at the last school I went to Burton Central High School. I always wanted to be a professional wrestler ever since then.ll§J1_a_Le.a1i§fl£_ninl) Yes. I won 't be in prison very long. I'll go to my old coach and see if he thinks I have a chance. W W) Because no one in our family has been a nation wide person so i want to be the first. I' m doing if for my mother. I want to be a champ W) What' 3 self-discipline? Wm WW). I am going to make 74 that coal WW1!) Going back to school when "IDOL“. :e ' sIsj on. 00‘ osI o I I; II: I;. W Not by then. I'm a slow learner so it will take me longer. I work better one to one so I'm not distracted. I've been locked up since I was thirteen. I've been on the street a couple months at a time. I never had time to go to school. Sometimes they made us go to school or be locked in solitary. A couple of time I chose solitary. But then I learned that at the Pasadena Playhouse (Genesee Regional Detention Center) even if you went to school you didn't have to do anything. Now that's my klnd'a school. The questions presented to the student were included to demonstrate that it was extremely difficult to move him from an egocentric self determined discussion back to the interview schedule. He has no value for schooling success. Internal truthfulness does not exist. Subject P has lived in a fantasy world his entire life. Childhood was so frightening he hid most of the time. His general file paints the portrait of a “Child in the Attic“. Empathetic communication helps ground Subject P in reality for a few minutes. During these sessions he requests full body chains because he does not trust himself. Initially a psychiatrist and the researcher thought a game was being played. We tried other diversions but the prisoner knew only this one element of reality. This incarcerated student presents little potential for schooling or any treatment program to assist him in identifying social norms and abiding by them. He lives in a fantasy world without a mooring to reality. The dominant element expressed by relative reality based incarcerated students focuses on the personality, trustworthiness, and sincerity of the teacher in charge of the learning environment. This section has presented 75 the foundation or the insight needed to understand the incarcerated Adult Basic Education student from their perspective. An individual schematic map of each interviewee appears in Appendix G. Was This section presents the input from the Interview transcripts of most student responses to research question two: What do ABE incarcerated students (individually) think about teaching and learning in terms of what should happen in the classroom, in terms of strategies, methods, styles, materials, and support? In this study the major categories and correlated attributes remain constant throughout each research question. Cross (1981:185I justifies this point by stating: Whatever the realm of study - ego, cognitive, or moral - developmental stages tend to move in ordered sequence toward increasingly complex capacities. It is this characteristic that makes stage research a challenge to educators, who typically subscribe to the goal of helping each individual develop to his or her highest potential. At the research site, occasionally a student’s placement results in him being able to compare two classroom environments. Advisably, one must remember the information presents a record of the student's perception, not annotated logs. The bolded words following each interviewee’s input indicates the primayr question element perceived and the frequency. 76 The next interviewee consistently refers to seeking support for his learning endevors. He seeks materials that match his perceived learning style. Subject 0: He (another teacher) called me a dummy. Why would an intelligent looking person be so unable to say what he wanted to say. He had no compassion, and he had not taken the time to have any idea where I was coming from academically. All he saw was I stayed in school until my senior year and quit. Now in this class WW) if I ask you a question, you'll lead me to the answer. I feel you do this out of respect to me as an inquiring person. style. support The next interviewee aggressively sought out support and wanted to do his lessons in only a particular manner. Subject 0: The first thing I got to try to discover is who to be with in class that is right for me. I don't get started with my work the way I should. I know what you expect of me. I hate my self for that. I like it the way you write down every step I gotta do every day with the time I do it. If not I just sit and stare at him (“him“ is in Subject Q's mind, if Subject 0 begins talking to “him“ medical assistance is called. There are no lead in behaviors.) support. method Subject P is relatively immature for an eighteen year-old. He felt the researcher’s position was one of a parent in approach and support. Subject P: I intentionally behave in a way that I draw attention to myself. I need the attention to help me but I don't know how to ask for some simple help like how to do a math problem. l’m a loner. l pretend to move to the edge and stay there. I attack verbally or physically first rather than moving to the edge really WWW) Ya. Mr. Strawderman you' re right, I never thought about it. That was true when I was younger. I ain't done no fight’n, no trouble that I started. You have to be there at the aims for me, that’s your job. You don 't have a choice. support. strategy 77 The next subtopic enlists comparatives on the willingness of “the white man’s institutions to assist the black man in his educational endeavors,“ (the wording from the word white on is that of a student). Subject N required assistanace in five attribute areas. This correlates closely with his low self-esteem. Subject N: We are still the slave to the white man. We are the money slave. Whites really own us more now than during legal slavery. White men have no responsibility for us, so we are worse off than under slavery. The way you run this class no one would ever know you were a white man helping blacks learn their letters and numbers. So many of us end up in here's 'cause there isn't much for kids to do, no recreation, schools are not really open to all of them. I'm grateful you open your door to anyone who comes in. Some of them think they are just getting out of their cell, but you get'm to want to learn in spite of their selves. I don't know if its the prison, but I think I learn faster and easier now than I ever did before. But I never had all the stuff to help me with and a teacher who was willing to make things just right for me to learn. I don't have to keep up with anyone but me. l’m a lot more patient, work harder, remember more and can put things together in my mind that I read, see and hear better now than at any other time in my life. Here I have a lot of time to sit and think. In the WORLD l was too busy to take the time to learn through reflection. Bet you didn't think I knew that last big wordlll I like the way you let us work in small groups or alone - what ever we need to do that day. The groups are not set by you, you just guide us when looking for material everyone in the group can do. Letting a student lead the group, this is the first time I have ever known this to happen. Usually a tutor or the teacher has to lead the group. You sure do trust us a lot. I hate to see the hard time some of these youngsters try to give you. How can you be so calm, and that calm moves to them and then they listen to you. I have never seen a teacher do that before, change the whole attitude of someone without saying a word except calmly and quietly explaining what you expect of him, giving him paper and pencil and some work to start on or to continue with. You just keep going while they’re trying to get you off your square, you don’t move and you win it all for the student and he doesn’t understand that he is the winner. support (4), strategy (3), style (2), materials, method 78 The next interviewee's focus centers on what the learning environment can do for him, not what he can do for himself. Subject K: I don't talk to no one to know what they want. I know I like using the chalkboard because I can see it better and erase mistakes without tearing my paper, mostly in math. It’s good you don't make us all do the same thing at the same time. Some men can't pay attention long enough to know what is being told them. materials. support. style Subject F is future oriented. His future in mainstream society is quite improbable yet he seeks the means for survival in it. Subject F: Most every man in here will return to society, the men need to know how to handle themselves when they leave so they won't come back. You act like you expect them to react if you were in a WORLD adult education class. I really think that's great. l'm convinced a person cannot get a job that doesn't involve a computer in some way. You let us explore the computer, learn how to use it as a tool, not a toy. We have two teacher's aides, we could use more so there is more one to one time available. We have twenty-five or so students, but I need more than a brief explanation. I need you to go over the idea several times. You usually find the time or you come on the rock and help, that’s real appreciative. I've been in one other prison school, that was horrible. The teacher never did any thing except had out a book to every one each day and we did the assignment on the board. It was nasty. material, support (3). style (2). strategy Subject D survives by accepting a relatively high dosage of a major tranquilizer, especially for a person with a low body fat percentage. He has great difficulty maintaining himself in reality and does not realize when he diverts to fantasy. He is needy in four attributes with the greatest emphasis for support. Subject D: I do what I need to do and paper and pencil is what learning is all about. If you reach out your hand and someone takes it to help them, but if the hand is kicked most people never put the hand forward again. Some just don't understand you (remember) won't stop putting your help forward to them. I took the hand that was put out for me to take so I can 79 do what is the best for me. The hand will guide me where ever I go. Grandma says the hand WW) will guide me to her, W) so if that is to be I will follow the hand to see her WW II :;‘2 CI. ‘ O :‘ OIII;I Or I. A I I 0. :0: CI) l was in a room once that if a man likes himself that teacher cuts him. That teacher doesn't give a darn. I think everything in this room is perfect. I've never seen a movie on a T.V. like the one in the room. There is nothing wrong with our room, and the way you help me learn how to do. As you know when I came in here I didn’t know the letter in my name, but you knew how to learn me. Now I do sums and take-always. I read whole books now, and I can write a letter with your help 'cause I know what I have you put on the paper is what l'm say'n and it don't go past the paper. strategy. support (3). style, materials Subject B works hard on his academics, but he does not know his time and space relationships. He has mentally lost twenty years, a defense mechanism identified in his institutional file. Subject B: I used to have an attitude but I don’t any more. You helped me by letting me go around things that make my attitude go up. You give me something different to do or think about. You bring things for me to work on when you’re on the rock. I need to let the therapist know I have changed on my own since I was in quarantine (MW age). support, materials Subject A has requested support for the rudimentary goal setting skills. He attributes a desire for and some knowledge of goal setting to his mother. He is interested in using a variety of learning platforms. He exhibits more patience than most incarcerated ABE students. Subject A: School was very important to mom. She finished high school after we three were born. She was on her own and took us to school with her during the day. Now she’s an RN. I like coming to school because it gets me out of my call. I doubt if I complete my GED. You are always there to help me but I really don’ t know what I want help with. There’ s a lot of things to make learning interesting, but l’d rather visit, but the other guys won't let me. 80 The officers don't push the rules the same. so I can't trust them. You’re always fair with the rules so I can trust you. The system didn't put me in here, I did. So now I rely on the materials and how you go about teaching to work myself out of here. If I have a question you're there to support my efforts in doing the problem. You don't give the answer, you lead me to it. I like that. I like computer work, knowing how to use the. I share my work with my one sister a lot, but I write all the parts of my family. They're all real proud that I got a good teacher who is helping me in everyday things and learning for the future. support (3). method. goal oriented Subject I has a very low self-esteem attributable to his sickliness. He has good ideas and some goal forming skills, but because he has been unable to fulfill goals in the past, due to illness, he is reticent to embark into new learning adventures. Subject I: I finished the sixth grade, that's when I realized dad was totally illiterate. If he didn't have any learn'n why should I. It took me along time to realize being illiterate was nothing to be ashamed of but nothing to be proud of either. l'm lucky I have you as a teacher. There is something about you that helps me want to learn. It don't matter how bad I do on a page you always find something good about it. When I was at Dunes the teacher would only find fault and nothing good even if I got a 100% she would criticize something, like my penmanship. That’s no way to be. You help me know what a goal is, then l'm now wandering in the dark. support (2) Subject M is a realist. He knows his limitations and appropriately seeks support and materials to complement his prior knowledge. He has an appropriate system of goals setting and attainment. Subject M: Mom values education, so does my wife. None of my brother finished schooling. I'll be the first. I like using the computer, it learns me the idea then I practice it in my house. You help us no matter what we need to learn with, you find something. The other teachers I had would help a little but they weren't on all the time. I believe if I mind my own business, see noth'n, do noth'n too for attention, much to lose, I want to leave here healthy. The stuff you have around for us to read really helps me learn 81 about myself and my limits. I don’t matter if I want to read, see movie, listen it be there for me. support (2). materials. methods Subject J’s emotional problems frequently interfere with his academic work. He is learning how to appropriately seek peer support during problem solving exercises. The researcher encourages this behavior in order to limit his dependence on the researcher, whom he has substituted for the position his mother held in his life. Subject J: It don't matter where you go to school the work is about the same. The difference here is you help us want to know it. Mom and dad told me school was important like a lot of other people did, but it's take me all this time to know, you be help’n us all, all the time, sometimes we don’t even know we be helped learn’in just falls on me. Those movies about people help’n people make me think I not so bad, it help me know who be good and who be bad. support, method Subject H’s need for support in the learning environment is honest and genuine. He gains learning momentum as new methods or approaches and materials for learning are presented to him. Subject H: Both my parents believe school is real important. The both graduated from college before they escaped to America. Learning to write the American way is real hard for them. Mom is a translator and dad just finishing his next degree in engineering, then he’ll be certified. I really want to learn how to write my home language. The schools I've been to have never thought being bilingual was important. They’ve always said I should learn a language that is more in use. Why can’t I be a translator in the language I want to be. You put learning at a level I've never known before. At first I thought only real slow people would come here to learn, but you make it interesting for anyone. There’s a lot I want to know other than just passing a test. You seem to have or can find materials on anything. I have always liked school, I was really dumb to quit for the street life. I should have listened to my parents. You don't think l’m a bad person, that helps a lot. Other prison teachers I’ve had make the students feel like dirt, telling them their questions are a waste of time. I don’t feel that impression from you. support (4), method, materials 82 Subject E needs habilitation and process recycling before independent learning will progress. He is dogmatic and unable to explain why he perceives his world the way he does. He receives medication for bi-polar emotional challenges. The medical staff has consistently been resistant to monitoring this medication ingestion. As an attention getting manipulation he presents what he perceives as extreme mood swings, but he lacks the native ability to succeed. Subject E: The school and your goals are the same as mine. I want to know everything I can. Any way you work it time will do you - it will erode your mental capacity. Must lay back and do everything you can to stay mentally alert. They keep you body locked up but your mind is free to do what you want, you can go anywhere, do anything in your mind. You have to use your mind constantly to prepare to go back outside. (Will Set something in my mind and heart I am going to do, short or long run. Set to be completed regardless of obstacles. I am me no one can take that away from me. I have a problem with that setting a goal. If I don't know what l'm going to do set in from of me in my mind, then I just go blow at the wind. If I have a goal I work on it. An important goal's mostly because the accomplishment of it will affect me the rest of my life. Looking forward to the future. I have no idea if a goal is realistic until I start working for it. I need to learn how to express anger without hurting others, some of the videos we have in class can help in that way, but I wouldn't know they were there if you didn’t guide me. To go into a classroom in a prison, if a guy wants to be sincere he has an up hill battle to climb, because most of the guys do not really want an education. They only want to pass the tests to get the certificate. If a guy really wants to learn he will follow the individual program you prescribe and do all the work so in the end you have a lot of ideas to receive new ideas with. It's like a snowball, you start out with one the size of you hand and you keep rolling it around so it collects more, the more you move the bigger it gets. I think it is possible that the size of that knowledge ball is not determinable. Look at you, your snowballi is still getting bigger, the men who really want a good education see you as the perfect role model. You are really rare, I’ve never know any one like you in all the institutions I've been in. Also, this prison don't have the school staff to work with all the men who need the programs. A man usually has to wait nearly a year just to get into your ABE class, then when he is doing well, someone decides he has to 83 transfer to another institution and the man doesn't want to leave because he has seen he can do well in school because you won't give up on him so he has to progress. You won’t let a man not progress, he's either going to learn more at a level if he’s not ready to move up because you keep things interesting regardless of his level. When he's ready for harder material you move it on him and he doesn't even know its harder because there are not sharp breaks. I've heard men plead to stay in your class because the next teacher up has a bad attitude toward prisoner, and he really don't like to help. I know because I was in that class a few days, I knew I wasn't going to succeed so I purposefully messed up on the math in whole numbers so he would send me to your class. Some do not care because they have a lot of years to do. But the longer you are away from school the harder it is to get back to it. method (3). support (7), materials, modeling, extreme egocentrism Subject B is extremely dependent for daily routines. He has demonstrated little improvement in his fantasy - reality conflict. He requires one to one interaction with the researcher for varying time frames, where the researcher attempts to anchor him in reality so learning can take place. Learning acquired in either phase does not interweave, so he must learn everything twice. Subject B: I started knowing what was real for a short time, then when l was in the hole you kept me in contact with school and school I felt better about myself because you took the time to help me and to get the other people to help me help myself. I don’t understand why on one in the training school ever could see into me, but then I wasn’t wanting anyone to help me. If you cheat, you only cheat yourself. Some of the really good books have the answers right along with the working parts so you can't take the answers out. If the answers are on the same page I cover them up. I like having the answers in the book because then I can check my own work and keep on going. support (2), methods (2). materials We 34 As prisoners the students seldom express consensual ideas. The reason revolves around the idea of doing time. Responses to research question three are guided by five questions which attempted to draw the interviewee out of his self-centered space concept. The concept of doing time creates a shield of greater personal space than one finds in mainstream society. The shield causes the prisoner to be on the defensive. The development of a trusting confidential relationship between teacher and student becomes established suppressing a barrier to learning. “Situational barriers are those arising from one's situation in life at a given time,“ (Cross, 1981 :98). .. Subject D: Goals and dreams are what people want their life to be. I think a couple of guys in class are on the same level I am. They really want to change their life too. Maybe similar values. It is for each prisoner to help better himself in as many ways as possible. Change, creates more dignity, pride, read and write, to stop people from repeating what they came in for. Was I talking? I think I have a split personality because I took medication as a kid because I was hyper. l'm failing your hopes of helping me. Some people with power and authority - it depends on they've had a real good education, like you, you're too kind to use your power and authority over any of us in a way that will hurt us, that's because you know what it takes for a person to want to like himself. You’ve got the background and the way of yourself to help people without being taken advantage of. You know people because you care and you want to. A prison class can't be taught by just anyone, that the way guys feel when we're pushing it. Subject B: The real test of a task is when I return to society and being able to make the right choices all the time to keep me out. Most guys feel that's why we're in school. Especially, teach'n us to be truthful with ourselves. An example is what one student said, “Don't steal anything from the class because you are only stealing from yourself.“ That's a group consciousness. It was reinforced when we had a situation that drove that idea to the surface. Now I hear men talking about it on break. Also I hear it when a new student comes to the room, he is made aware of what you 85 expect by the other students quietly away from your direct hearing. We want our class and everything you have in here to help us learn to stay. Subject F: The kids now must have a lot more school than was necessary when l was coming up. Most guys in class are here because they want to be. We just need to learn and to have more time to go to school, then we’d move faster but there's just so much time in a day. I know it’s a prison and so do all the guys, but must they keep pushing and pushing like they Wit) want something to happen. A man can take only so much before he reacts. For some of the prisoners it would be a good idea to have a lounge, we could earn the privilege with school progress. This would be where you could play board games, ping pong, card and like that. We used to have it, than they put the young punks in the block, they don't give a bit about noth'n. It all comes back to the individual. If you want to learn all the resources are here. Some who work all day aren't satisfied with being out of their call all day, they have to come to school to be out just a little bit longer, see some different prisoners or the young ones try to get something going. Subject K: Something has to be done here, Mr. Strawderman, you're one of the few the administrators will listen to. We want our education but we keep getting stuff thrown at us trying to confuse us, so they can write a major on you then send you out of here away from a few caring people. The biggest problem is when you are transferred from one joint to another. It takes three or four months to get back in school. That is the most unfair thing in this whole system. You do a great job because you listen to what a new man tells you and you start him at that point. Sometimes you might have to move him back a little in some areas, but you treat and trust us like a real person in the world. Subject M: My mother taught me to treat people equally, a lot of guys feel that way and they see you doing the same. The group attitude present wants things to stay calm. There are too many people here that are short (linlejmejefl). Short people have a reason to keep the place calm, they want to live. (WWW Wm?) More time. The individuals are disrespectful when they talk to each other and to the teacher. They have lots of other times to talk to each other, but maybe on the yard they would get hurt if seen talking with whom they talk in school. If they get flops for not progressing then it is on them, they cannot blame the school or the teacher for their not doing. Few will do their learning once they get out regardless of what they think they will do. They need to take advantage of the school now when there 86 are not other things going on to keep you from it. If a guy has his GED then there is better chance he can get a descent job when he is out. There are a lot of companies who get paid by the government to hire ex-cons. A guy has to have some way to get out of the place he was before coming to prison. If he has family and/or his own wife and kids he needs to be able to keep them decently. Subject J: Coming to school is some guys’ job. But some make the same mistake. They let their job become a part of their time, than they and up in trouble with the people around the site who are in the area for another reason. Subject I: People in society feel everyone in prison is there because they hurt children, and children are to be protected. They think we should remain illiterate, that the money they spend on us is wasted. We need to learn even more than anyone else in this society. We need learning so we don't go out of here and do the same stupid things that put us here. Answer keys in the back are there to help us learn when we don't have anyone right then to correct the work. Every man has to do his own time, if we're doing school'n then our time won't interfere with the WORLD. Subject 0: Make a good place as can be to do your own time. School helps you mind your own business. This whole prison would be better if everyone was going to school, then people wouldn't interfere wit ya. We're glad you let god in the class, he can help you with what ever you need. I really want to, what I want to do, but there is something in me that won't let me, I know when I make the wrong choice but I do it anyway. We talk about making the right choices at break time. We need you to help us. We need all the school we can get. It is something we need, when we get out we can get a decent job. A decent job is the best way to stay out. I think that we all want anything that helps us use what we have learned, more is good. That is something I've never had a teacher want to do for me in a prison classroom, looking for ways for the mens to learn while they have fun too. Subject C: There is no group consciousness except the Bay’s, El’s and X's. As three different groups they try to get their group to be the most powerful. Not many come to school because they are told the teachers are workers of Europeans, and that is evil. (Within the prison culture there are sharp subgroup divisions based on color and religous conviction. The intragroup meanings are: (1) European equals all people not of color; (2) Asian equals all people of color. The second group is further divided into three subgroups and identified by a hyphenated surname suffix of Bay, El, or X. The suffixes are ranked from least to most radical Moslem sect.) 87 Subject N: This too. people having no way to entertain themselves is what leads to too may babies. That why there are so many real young kids in here. They have no skills so they turn to crime to support themselves. Then they come in here and try to disrupt we who are here want to learn so we don’t return to a life we had before. We want someth’n better. When I talk with these youngsters in here they are amazed that you are so crafty in your approach to getting them moving in the right direction with their school. I tell them that if they pay close attention you'll lead them into a world they never knew about which exist in books and in their mind when they write it out. When students disrespect you, Mr. Strawderman, it hurts everyone. You're the best teacher up here and you're always ready to help us no matter what the question is. There are plenty of materials. A lot of guys like using each other, how did you say, ?as resources? That works well especially when we listen to tapes or read aloud to each other then we help each other and everyone feel a part of the setting. It seems real good, I wouldn't change anything. I miss one tutor who was more my age with a similar background. Something must be done about the noise in the hall or make our door so we can close it and people can come in without a key. Subject P: I understand the ideas then when I miss a class I forget it. I need a program with a class where everyone is doing the same thing and the teacher leads you through the book page by page. I really don't like the math book I got now. WW.) I didn’t know I had a choice. I don't like the way the book is. A regular high school book starts with adding, subtracting, multiplication, and it keeps going up, all in one book. You know not every one in here thinks the same. Subject E: No one ever set down and discussed what was good behavior leading toward a goal and what was nonproductive behavior leading away from a goal or the better objective at that time. (Wm . Iiot‘r 2.:‘II r‘noe ulih: l"’W-°i : Will) Good things happen in here because there are direct, immediate consequences for behavior. I definitely think you are correct, and it would help all the educational systems if these consequences were immediate regardless of the age of the person. Work on school work in my cell, go to school, I don't need yard because it is dangerous and we aren't going to grow out there. People are on individual levels in everything it would be impossible for every one to be in two or three groups all doing the same thing. The interfering elements in the block do not bother keep me from doing my studying. Someone is always trying to cause you to curve, or get off your square, the same as they try in here at times but you would never allow that. The more you ignore them and resist their taunts, the angrier they get at you but they cannot get to you so they pick a fight with someone else. They loose, I win big because other men see what a fool the clown made of himself and I am gaining because I haven't varied from my purposeful activity. Because we are limited to the number of hours we can come to class, if you want to progress we have to follow your advice and spend three hours studying in our cell for every hour we are in class. That adds up to twelve hours of productive time. You have all the right Ideas and advice to help us and you keep telling the same guides frequently and consistently. oz‘eI eII: II: I:‘I‘:oee :II l¢:'.3=' reI.eIIo: Wants). You also give verbal praise when a student obviously has been spending the time in his cell working. You aren’t very free with praise, but when you give it, it carries a great deal of power and hope. You should hear the men in the hall a break time talk about the positive feeling you give them as their teacher. Others want to know what they did to get your praise. Usually the man will say, “I followed Mr. Strawderman's advice and studied a lot in my house, I finished the section, so now I can practice my math on the computer - a game type program like in the arcade.“ The man is really happy and happiness is contagious, especially here where the feeling of happy is hard to come by. You have this unique gift in your personality to cause people to do things that make them happy. You don’ t make them laugh at something you are doing, (WM you cause the man to develop that feeling of happy within him, then you praise him for work well done and he gleams all over for hours or days. That makes a man feel really good about himself and it will last because others see it as good within their fellow schoolmates. This section has presented how prisoners perceive their educational world collectively. Collectivity as a concept alienates most prisoners. Their social system within the prison does not lend itself to trust. Collectivity builds on trust as its very foundation. E i l C I' E ' . This section presents the last basic data report before theoretical synthesis. Research question four asks: What are the similarities and differences in the incarcerated student's views on teaching and learning? 89 The organization of this section focuses on the selective coding to identify major categories. A major category defines one aspect of a student's Integration into the cultural context. The prison environment represents the cultural context, (Coleman, 1993). The educational treatment program helps develop a prisoner within the cultural context. Each major category is defined with the data from individual students. The presentation will be from most frequent most complex to least frequent least complex. Major category - Confidence/Initiative: Feeling able to do it and moving into action. Subject E: This institution’s goal is to more or less teach people how to respect people and authority. But it really isn’t helping teach a person how not to live a life of crime when you have all these experts in here to teach you what they did to get in here. They made mistakes because they are here, but if you listen they will tell you the mistakes so all you have to do is listen and put all the pieces together and you could probably commit the perfect crime and get away with it. R-G&C should have more depth in their placements. You can put a guy into prison but you cannot rehabilitate him unless he wants it for himself. Also many of these guys have nothing to work from so how can you remake something that does not exist. I see you build with these men from nothing, but you are creating not remaking. Subject B: I'm way ahead of most of the guys in here. Why? I know I won't be back. If I weren't positive then I would never make it out of here alive. The depth of knowledge you have shown me is available makes me voracious for more knowledge. Is it true the more you know them more you want to know. What will help me grow better? I don’t know except, just being able to complete all the goals I have set for myself. Getting my education is one of the goals and staying substance free is another. Subject I: My record probably will never be expunged because of the intensity of what I’ve done that put me here. I need something that will help peOpIe see me as a person, so they will not look back on my past, but I 90 will never lead someone to think of me as something I’m not. I now must be totally honest about me so they will believe in me as me. Hopefully I can build trust with someone. (Learned hopefulness) Cheating would only cheat myself. By the time you get to the GED you won’t know noth’n, so you’ve put in time and gotten no where. It don’t sink in until they’re sitting there in the jail cell knowing they’ re guilty looking at an ALL DAY, so they will hurt anyone they can to keep from coming back inside. _i_get_aii_mx W so that’ s why I have one chance at the parole board, the judge gave me that choice, fewer years one on top of each other giving me over 100 years, or run them together with one chance to parole. I want my GED I’ve got to have it, that’s what so great about you, Is you keep new things coming at us so I always want to know more. I think you have really wanted to know something in your life or you wouldn’t keep at us all the time in a way that don’t push us away. Nothing helps you more than having someone believe that you can and trust you will. Drugs and alcohol led me to being sick all over, then I got shot and I didn’t want to live. School has to do something for me because sitting on the corner sell’n dope isn’t make’n it for nobody. Subject K: An athletic director (AD) has the same number of prisoners in his charge as you have in our class at one time. You have everyone working independently on skills at his own ability level. Why can’t an AD do the same in the gym? Every man has the same level of individuality in the gym as in the academic class. I found out the AD’s are certified physical education teachers, therefore they should be as accountable for a prisoners physical development and you are for our academic development. I have always thought a healthy body help a guy to have a healthy mind. There is a lot of information I need to help me stay nutritiously sound. I know the meals are not balanced. There’s a lot of starch which becomes fat if I don’t work out. I think a lot of prisoners might have a better chance of making a decent life for themselves in here if they were physically fit and had good food for their brain. I hear it all the time how tired they feel, and admit they spend their whole day laying in bed watching T.V. but never miss a call to chow. If a man comes to this class, learns to read and think he can follow the rules better and his life is a whole lot better. Life cannot be great in here but I need to make it as good as possible. Why make doing my time difficult for myself. Subject O: People must be honest about what they do. Everyone has the responsibility to maintain his own behavior and not to force it on someone else. The way I look at life and how to handle different situations, act and react to a variety of different people because very one has the right to do 91 whatever he wants as long as he doesn’t hurt someone else and is willing to accept the consequences of his behavior. I try to stay away from the areas where the violence happens, choose carefully with whom I visit and walk around with. I keep to my self most of the time. For leisure I go to the law library mornings working on my case. You have to really read a great deal to find an error in procedure or what ever. You cannot give up no matter what you are working on. Subject J: One thing about learn’n that’s the same for everyone. Do your time - do not get In trouble, do what you are to do, mind your own business, don’t get involved with other people’s problems. If someone gets in your space, pretend they are not there and keep going, don’t look sideways. Never let them see you sweat. Everyone can learn enough to follow a few simple rules. If a guy cannot concentrate enough to do that then it is the responsibility of the staff to get him help so he can. If a men can’t tell you his problem you best try and figure a way in to understand him. I never know what is going on in some of these prisoner’s mind. Their life has been much different than mine and I always thought I played at the edge daring someone to kill me, but l’m still alive. Then some guys I used to know who wanted to live and they’re dead. The luck of the draw. Subject C: Would you like to know why I like to come to class other than to learn? I trust you Mr. Strawderman, my teacher. You always have much time to help me and others that need help. You always have time for us all. I don’t know how you can do it, and keep us all straight. I have no idea how you can keep all our different lessons in your head so you can answer any question. I notice sometimes you don’t give me the answer, you ask me question, I give little answer, you keep asking questions and then I am done with the exercise. You work magic with my mind. The tutors do good too. They are a role model. I learned about role models in a film I watched last weekll Is that why you have me watch it - you are slyll I wrote my wife that you give a lot more than you could ever receive, and all teachers should try and abe like you. Major category - Motivation: Wanting to do it. An individual must make clear, specific value judgements to determine what to avoid that is morally wrong and seek what he perceives is right. Each of the interviewees in this group have the potential to learn and make their way in mainstream society as long as they do not return to the 92 environment from which they came. They know this to be true, but most of them are unable to convince their counselor or their family that a return to mainstream society require starting over in a new place. Subject B: There is no way to communicate the ideas, there is no way to impact children not to hang with the wrong crowd. They have to learn by hard knocks. Like some of the young’uns in here they think they learn different from we oldies, that’s just because they may not know how to trust you. But we’ll teach them and they’ll see the way. The way you teach us everyone’s number one in their group, because we work on our personal program. It feels real good to be number one in the competition. It used to be you could just go out and get a good job. To work In the auto plants all you had to do was show up every day and you could make more money than you would know how to spend decently. But now that just isn’t so. These kids have got to get the idea that they have to stay in school, wait for the good things in life. Everything I learn does not have to come from a class, I’ve learned how to learn by trying and it feels good. Prison is the best thing that ever happened to me. This is the only chance in my life I’ve had the time and energy to go to school and learn. Subject N grew up in the South within an environment which has not changed for one hundred fifty years, in ideology and practice. Despite these odds he migrated north looking for a better life yet found he and his family were economic slaves. He has a great interest in learning, but did not have the opprotunity until he crossed the law and became incarcerated. He now looks upon incarceration as one of the best things that have happened in his life. Subject N: I want them lnmndcblldrenl to look to me for answers. So I can do things with my time like read the newspaper, books, and write letters. Then WW), I never thought life would be any different. I thought blacks would always have jobs like porters, shining shoes. and that sort of black man’s jobs. No one I knew owned their own home, a car or anything. Couldn’t go the doctor because either they wouldn’t let you in or you couldn’t pay. No one ever heard of life to any different. All six of my children were born at home with my mother or 93 mother-in-law helping my wife. I never even dreamed of life being any different. The black people with money were the hustlers, pimps, gamblers, moonshine runners. We grew up knowing that was evil because mama said so. If I wanted money I would have to go into one of those areas for work but I couldn’t but some how the drug dealing just slipped in after we moved up north. We were still the slave to the white man. The learn’n I witnessed was the most different kind of learn’n a person could ever live through. Everyone was Iearn’n if they wanted to or not. Many of the officers act like they never heard of civil rights for all Americans. They (youth) should have more places to go and these places should have programs for them to learn a lot of everyday things like fix’n things and making things for around the house. They need to have places that are decent, off the street to socialize as groups. They need to learn how to socialize. Most of them can’t read or write but they can really think and carry their own in a business. Part of it is the school’s fault for not trying harder to keep the kids in school, and the rest is the parent’s fault for not keeping life straight. Most of the kids don’t have a daddy that is really theirs. Mom lives with grandma who doesn’t know how to bring up babes any differently than she raised her kids so now the same mistakes are passed on to the next batch of babes. The sad thing is we’re not talking about a grandma who looks like a grandma to you, Mr. Strawderman. We’re talking about grandma being in her early 30’s and still have babes of her own. The boys go out and get in trouble with the law or a gang. A lot of them die and nobody ever knows they’re dead except mom and she don’t have any way to do right by them so if they’re found the are processed by the county as just another Blackie Buck. I guess John Doe is only for white people. Kids need to learn how to have a hobby, or what a hobby really is. They can’t ever change a tire. Sometimes I see the inmates out of order and the officers get out of order too. (WW flmee?) A couple weeks on him now, he alright but he could be a different and help the inmates some rather than always finding what’s wrong. He don’t listen. He should come to this class then he would learn how to be a more polite person. Listen’n teaches equally as long as the words go right. Subject O’s life prior to incarceration was much like other interviewee’s. Racial and economic suppression along with a matriarchial family structure put a primary emphasis on survival with schooling providing 94 little interest because of the delayed rewards. Delayed rewards which were neither attainable or desirable. Subject 0: Some people don’t either a mother or a father. They out there on the street with no one who cares about them. That’s real sad. The same as in this class, some guys don’t realize you can help them with their work, so they stay out there all alone. They come up against a problem then they act out, the same as if they have no one in the world they keep everything inside then it bursts out and they in trouble with a major misconduct. In the other joint there was nobody in the school, just the prisoners and paper pushers without any feeling. Your a strong person but kind. Some people think you kind because you weak, but once they hear of your action they know you strong. You strong because you care. I never did want trust in anyone but my ma. There be someth’n bout you that I can’t help but trust you. I never trust a white guy before, maybe you just look white. There are some guys that will hurt you real bad but they say they like and love you as they selves. I don’t trust them. You never say you like me but that not the idea. You guide me so I know you care. There is a difference between like’n some one and know’n how to help them. I want to know where to start but no one will help me trust me. I learned that when you need help don’t put it on yourself to find all that what you want to know. Find someone who know and he will show you the way. I don’t judge a person on what they do it ain’t my place. I just leave. Subject H is an anomaly. A bright scholar with everything an American youth would seemingly desire. The delayed rewards of schooling coupled with the thrills of street life and extreme racial/religious prejudice caused him to reject his parents values. This rejection lead him to be in the wrong place at the wrong time. His parents stood by him letting him know he was a worthwhile person but he had to pay his time to society even though they could have bought him out of the hands of the law. Subject H: There occurs a great difference in how people learn about the law, and how differently people are treated. Parents abusing children - tree jumpers and baby boaters at the bottom of being human -- yet they get a 95 very light sentence, the women usually probation. Unfair that drug dealing - first offence - mandatory life, the inequity is gross, no one will learn from such a difference of application. Children learn from their parents the same as we learn from you (remember). To learn well I must trust the person, I have no reason not to trust you. As you said to me the first day I was in class, “You are a student to me, someone who wants to learn.“ You have earned my trust because you are true to your word. Subject F is another example of growing up in what would easily be perceived as an environment a centruy and a half ago. He has obtained solid values and mores through his spouse. Together they continue to fight for his freedom since he created a violent crime while using counter active prescription drugs as was not informed of the consequences when the drugs were mixed. Subject F: My nieces and nephews are all college or vocational training bound. I tell them to get as much education as they can while they are young, because they have to continue some sort of schooling all their life. My goals are just like my family’s values - working, being self-sufficient, tending to ones own affairs, leaving other pe0ple’s life to them to work out. I does no good to try an point out what someone needs to do, they’ll learn how the best they can. There are some thing peOpIe need to learn to do the same and taught the same like good manners and being respectful of people who want to help and go about it the right way. Some people who try and teach don’t know how to go about it so you just have to be tolerant, they’ll catch on eventually if they want to. I really don’t spend that much time applying myself to studying, though I know I should. Our new days sergeant seems to have the same idea about doing things you do. You keep saying there is one set of rules and all you have to do is follow them, there is no room for hem-haw’n around. If you’re wrong, you’re wrong then accept the consequences and go on with what you want to do in your life. These young kids never talk about sitting down and playing board games with their grandma, or with their brothers and sisters. I learned a lot playing games. Games is one thing that everyone can learn from and it doesn’t matter what you do in school there are games for anyone. These young bucks don’t have anything in their head to think about, so they get bored and get into somebodies business to create a happening. That is the biggest difference about learn’n. 96 Subject M has extremely strong values which conform to those of mainstream society’s. As a minority person with strong ethnic values and ties caused him to choose defense of his values rather than abdicate to drug warfare. As a result he was set-up by peers and currently is doing his time very successfully. He has grown academically a great deal. He has worked hard at gaining command of standard American language allowing him to write and fight for his freedom. Subject M: This institution exists to break guys. To get them to understand these are the ways you are supposed to do and act. They must learn to do this in this part of society where the behaviors are very similar so when they go out of here they can do the right thing where behaviors are different very fast. Few will learn anything new within these walls and once they leave these walls they will not learn. Then they blame society when they return before the gate slams shut. Major category - Problem Solving/Caring: Putting what you know and what you can do into action and showing concern for others. Survival needs dominated the beginning of each interview as demographic questions were asked to settle the interviewee. Subsistence was a perceived need of each interviewee at this initial level. The students in this category have less academic potential that the other students in the research project. Because of this, they naturally fall into a category, based on their question responses, which by its nature assures more immediate feedback and a reliance on the affective domain to sustain their goal pursuits. 97 With a definable goal New knows he wants to parole as soon as possible. His ability integrate within mainstream society is minimal. He is very concerned about the institution, which means he has not been doing his own time. He remains at the second level of Maslow’s hierarchy in thought and deed. Subject A: The Moslem’s claim they are going to teach you about god and the black man. They are just gangs. I want no part of being a gangster. Why this institution exists? To keep society protected and correct the problems people have when they come in. A person knows what it takes to stop the revolving door. No man leaving here has to return. Nobody’s that stupid. If they are that stupid they shouldn’t be in here to begin with because a court should have never tried him. I like seeing men work that really want to learn. I want all the time up in the school I can get. It is a real good place to be, I feel secure and safe because I trust your judgement on who can come to class. You wouldn’t let in someone who is going to go crazy on us. You know what we need to change and you let us know it our responsibility to work with the materials and programs provided. You should never overestimate a person. Pe0ple hide their power and authority well if they use common sense and work with and for people for there is hope. Subject P is obsessed with the notion the he does not need education. He feels he can meet his needs in the same line of work he was doing prior to incarceration. This attitude is immature and unrealistic. Subject P is incabable of separating fantasy and reality. Subject P: I can’t get what you are wanting from me. Nothing exists that possesses similarities and differences. Everything just lays out there waiting to be used. Don’t matter if it lives like a person or doesn’t like a book, everything just happens.) Subject D has only momentary glimmers of reality in his daily routine, especially in school. He has been deprived of intellectual stimulation throughout his life. When the researcher has been able to anchor Subject D 98 in reality learning is possible for him. He does not remember what he has learned If he is not anchored in reality at the point of decission making based on acquired knowledge. Subject D: Some come here to really help themselves, some come over just to be there and don’t care what they give. Some just want to play on the computer or tell each other stories. Learn? I don’t need much. Life puts all the learning for me right in front of me to sense, a lot of men would follow me but something keeps them from following me. Help them to a certain line, try, try, try, and try, but if they don’t settle down they should be booted. But, Mr. Strawderman, you don’t have to boot them, god will curse them and they’ll never do again. There’s people with the same education as you who are mean and nasty people, I could never trust them. One teacher here no one likes, thinks he knows everything, but he don’t know people. I work in my house, you help me understand what I need to do for a lesson. The only thing I would change is going to school all day seven days a week, then there would be time for some of the things you’ve mentioned we might have a chance to do, like learning how to play board games or two or three people watch a movie that is related to their science or social studies. I put on my headphones so I can think about my lesson, get in my own little world. Some times grandma turns the noise level down in the block so I can’t hear It. Over in Muskegon I couldn’t learn anything because the teacher didn’t know I was there, he was always talking to the same two or three students day after day, so I would sleep in class over in the corner at least I didn’t get into trouble. Subject L lacks the mental maturity, sophistication and abstractness to provide much input on this research question. Subject L is a product of bonding deprivation. He has difficult maintaining him self in reality. He knows there is a difference between fantasy and reality, but he does not know how to remain within a reality frame. He want to trust and to learn but he does not know why, a void of connective thought patterns exists. Subject L: I wanna change, I trust you but my counselor thinks I got a thing for you is the only reason I do work for you. You make the need to learn seem real important, more important than anything else in my life right now. 99 To me it makes sense that I gotta like and trust you, you’re my teacher, I never felt this way about a teacher before. Why would a counselor ask me that, is he jealous? He won’t lead me to any answers when I ask him questions. I know you’ll help me because you care that I learn. I hear guys say that a lot about you. They say it don’t matter how dumb they feel about themselves or how little they know you always smile and say lets begin with this, we’re all puzzled how you know what to have us study and learn, we’re all so different. 100 Emmenctklcufimundedlbm The data rich transcripts organized by the identified seventeen attributes clusters provides the necessary information to view the incarcerated students’ educational needs from their perspective. The information, thus organized, was processed using selective coding to identify The three major categories: (1) confidence/initiative; (2) motivation, and: (3) problem solving/caring. These three major categories directly correlate to one core category, mm. These elements, derived from open, axial, and selective coding, form the attribute relationships providing a foundation and framework for a grounded theory on how incarcerated ABE students perceive their educational needs. The theoretical design is illustrated in Figure 2. The arrows indicate the primary flow of thought and energy put forth by the emergent learner. The two most succinct elements surround the student’s belief he can become an adult learner, then trust in the educator that his aspirations will be guided toward goal formation and attainment. The arrow numbers identify relational statements which become program development guides for the educator. The hierarchial format closely matches the bottom two levels in Maslow’s Hierarchy of Human Needs. This correlation illuminates the rudimentary nature of the emergent learner in the prison culture. 101 Figure 1: Grounded Theory rranetrork: Theoretical lapping o: Incarcerated ADI Students' Perceived Needs 11. Grooming Taboo Ceremony CONIIDIUCB 12. 1. 2. Health Subsistence 9. 3c. 13!!! Toward Self-Directed Learning 14. lg: Language J ‘1 lg: Privilege Gesture 4a. Bonding I Learning 5 Precedence Sex Role IOQIVAEION €** ) PROBLBK BOLVING Reward Rights and Duties 102 Ibeflalationalfitatemems This research attempts to raise questions about the perceived educational needs of incarcerated ABE students. The following relational statements represent hypothetical correlations. The focus remains fixed to the core category TRUST. 1. Trust, the core attribute, is an interactive attribute with confidence. As a student’s personal confidence increases he trusts the parameters of the environment. This allows the concept of schooling to develop and mature within the student. The most desired and result is a self- directed learner. As the student’s confidence increases he is personally motivated to set problem solving goals. The student begins to trust his decission making capability. This correlation enhances his evolution into a self- directed learner. a. The student learns he is capable of being a successful problem solver. Initially learning how to positively interact within the prison culture. b. Within the academic environment, inital problem solving induces confidence in himself. c. The Increased confidence will either movivate him toward new problem solving strategies, or; d. Successful problem resolution which increases the student’s motivation to encounder new problems. Problem solving exists at two levels: a. emergent learner - becoming aware that he has a need to learn, and b. application of connected knowledge to current situations. If the student enables himself to settle, his perceived needs and major category attributes assist him to be receptive the learning environment’s input. He then discovers the learning environment’s amiablility. The amiability (problem solving) transfers as trust in the teacher. The sensation of trust perceived by the student is a positive signal that he has completed the first gate of the rights of passage to a literate society. 10. 11. 12. 13. 14. 103 If the student continues to perceive and act upon his needs positively he should feel he has a place in the learning environment relative to his perception of time and space. Emergent learners bring with them some language skills, usually suitable for rudimentary oral communication. This skill assists the learner in communicating his most urgent needs. If a student is motivated he will want to learn more, with a probable increase in confidence. The need to bond exists. This enables the student to successfully initiate a simple, independent, learning activity. The better the communication between the teacher and student the greater the possibility the student will perceive it is healthy to subsist in the learning environment. The teacher assures the student that his role as a class member will benefit him personally, then a sense of ownership is established. The student perceives he is progressing, he develops greater a sense self-esteem and control over his world (empowerment). Empowerment assists trust development. Trust awareness assures the student he is capable of being a student; therefore, he has the potential of becoming a person capable of social integration. CHAPTER FIVE - SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS “Incarceration is the best thing that ever happened to me.“ “I can clean up my life and get an education because I can trust my teacher.“ These two statements coming from eleven of the seventeen interviews provides the focus for evaluating this research project. Enculturation (learning what schooling really is) brings the student in touch with society’s expectations of a maturing adult. This chapter begins with a summary of the study and findings. This is followed by a discussion of conclusions about how incarcerated ABE students perceive their educational needs and how their perceived needs become learning practices. The last section gives recommendations for alternative implementations and for further research. SUMMARY This section summarizes the purpose of the research, its methodology, and presents a discussion of its most prominent findings. The findings are categorized by research questions. Burners This study is exploratory in intent and nature. It describes behaviors in an attempt to discover how incarcerated emergent (Adult Basic Education) learners perceive their educational needs. Then the author analyzing the data, created a framework anchor for the grounded theory which emerged. Five broad research questions guided the project. They are: 104 105 1. What do incarcerated ABE students think about education in general, and how do they approach learning prior to and during incarceration. 2. What do incarcerated ABE students (individually) think about teaching and learning in terms of what should happen in the classroom, in terms of strategies, methods, styles, materials and support? 3. What do incarcerated ABE students think about teaching and learning as a group. 4. What are the similarities and differences in the incarcerated ABE student’s views on teaching and learning? 5. Can incarcerated ABE students ideas about teaching and learning be integrated in a theoretical framework for educating the incarcerated student? Methodology The research was framed by the phenomenological constructivist paradigm, philosophically and theoretically set, within the cognitive psychology domains of categorization and attribution. The precepts of adult education were set forth by Eduard C. Lindeman in 1926: I am conceiving adult education in terms of a new technique for learning, a technique as essential to the college graduate as to the unlettered manual worker. It represents a process by which the adult learns to become aware of and to evaluate his experience. (p.160) (accent added). Therefore, the qualitative approach to discovering how incarcerated ABE students perceive their educational needs is historically validated. The necessity to discover the emergent incarcerated student’s perceived learning needs is founded on the unique cultural attributes of a prison environment. ln-depth, open-ended, interviews of seventeen ABE incarcerated students generated the data which was analyzed using the 106 grounded theory methodology. The results of a pilot project of five guided interviews was used to modify the questions which gave the interview schedule direction and depth. The tape-recorded interviews lasted from one to two hours in a semi-private office within the housing units, following department protocol. Data analysis began with the researcher transcribing the interviews. During transcription open-coding was initiated. Open and axial coding produced seventeen cultural attribute clusters. These clusters are presented in Appendix F. The listing expresses the frequency stated within the data collection phase. This guide assisted the development of an abridged integrative summary map for each interviewee. The integrative summary map identified individual core categories. The core categories were then used to guide selective coding resulting in three major categories (1. Motivation, 2. Problem Solving, and 3. Confidence) and one core category (TRUST). The final diagram mapped a logical theoretical framework of how incarcerated ABE students perceive their educational needs. E' l' The students stated they have had poor schooling experiences in the past. This along with their stated personal attributes indicate the students have low self-esteem. The students come to the ABE class with a mixture of personal attributes. An informal interview, between teacher and student, 107 during the first class session, allows the teacher to use (Appendix F) as an assessment tool. The results of this interview along with the student’s stated strengths and/or weaknesses guided the teacher in presenting the first learning task. The task is designed to provide the student with success in a relatively short time frame I thirty minutes or less). The teacher can now place the student in one of two equally valued major catagories, motivational lessons or problem solving lessons identified by the students attribute map. Both major categories will lead to increased personal confidence based on interviewee reported perceptions. The greatest barrier for the student to over come his distrust in their capability to have self-esteem and/or an authority figure (the teacher). The interviewees repeatedly stated that it is the personality and knowledge base of the teacher that allows distrust to be neutralized. Research Question l’s related findings. The interviewees, incarcerated Adult Basic Education (ABE) students consistently state that education is the main element that will assist them in staying out of prison once they are released. They perceive education as a key to maintaining a positive attitude toward and adjusting to the prison culture. Prior to incarceration most students stated they mentally dropped out of school at about age ten, and physically dropped out as soon as they could cover their daytime tracks. Their world 108 was driven by a need for money which was easily earned through drug trafficking employment. As a prisoner they attend ABE classes voluntarily. While in class they work hard on materials they find meaningful. They admire a teacher’s ability to know exactly what each student needs, so progress is attainable. The students state that a morning two hour session and an afternoon two hour session would be more beneficial than the one three hour session they now attend. This is due to the institution’s natural two hour cycles. The students believe learning how to use computer programs while incarcerated will lead to meaningful employment when released. Research Ouestion Il’s related findings. Most interviewees perceived a major problem in the DOC schooling process is down time following an institutional transfer. The students all agree that when they transfer to another institution their school records should follow them immediately and be detailed to school within a week of arrival. Current practice frequently requires minimum of two to three months down time before a school detail is issued. Most students believe a mix of individualized, small group and large group instruction is good. They feel it is easier to keep interested in learning when the activities are varied. An equally important practice is being allowed to take school work to their cell as homework. They feel most 109 teachers do not allow this practice because they do not trust the student. When blatant distrust exists over materials the students state it is difficult to trust the teacher in other more personal ways: such as, trusting that the teacher will provide educational, interesting exercises maximizing interest and academic growth. Most students expressed positive input concerning the value of cross-peer tutoring, even though the class culture may produce a higher noise level. Traditionally educators have equated a quiet classroom with one where learniang is happening. Research Question lll’s related findings. The students mostly agree that their belief about schooling as a youth was out of touch with reality. They acknowledge street smarts (impulsive behavior) will not help them re-enter and remain in mainstream society where the precepts of schooling create orderliness. There were few broad consensus concepts expressed because the students feel they cannot mm any of their peers. They state that on the surface, to a casual observer, their interactions may reflect a trustful social interaction but it is a facade to keep other prisoners at a distance. The students stated it takes at least two or three months to learn to trust an authority figure if the figure is to be trusted at all. The informal interpersonal communications about a teacher, exchanged among students 110 away from the school environment, will enhance or degrade the formation of a trusting student - teacher relationship. Research Question IV’s related findings. The similarities and differences are drawn along age group lines. The younger (18-25) learning challenged student generally brings very negative views on teaching and learning. They feel the organization (DOC) intentionally moves them around a lot so they cannot bond with the ABE teacher. The students see the nomadic family behaviors they experienced as children were detrimental to learning and as a result seek stability for themselves. Often they do not recognize stabilizing elements when present, such as a school detail for the same time each weekday. Neither do they correlate their nonconforming prison behaviors as the cause for their frequent moves among facilities. Learned hopelessness is one of the key similarities they exhibit. The older (26-40) learning challenged student usually expresses great apprehension about being able to learn and accept the social conditioning of the schooling process. Many feel they are not bad people only someone who has done bad things. A majority of all students feel public education needs to be assisted in creating a positive learning environment for all learners. Most students feel the teacher’s personality is more important than how much (slhe knows (if the effect is not there, there will be no effect). They are able to identify the 111 causes of illiteracy specific to their individual case, but know of few solutions. They are also unable to generalize their behaviors to a larger segment of either the incarcerated population, or mainstream society. They mostly agree that drastic measures need to be taken to break the cycle of illiteracy, homelessness and hopelessness, because they are positively correlated to crime and dependent socio-economic status. We 1. Trust was consistently identified as the most important perceived need reported by the interviewed students. Therefore, the learning environment facilitator needs to assure that trustworthiness prevails. The attitude of trust is difficult for the incarcerated ABE student to establish with anyone. 2. The theoretical framework mapping provides a natural format for continued learning and maturing for the student. It may be viewed as a game board with trust as the point where “you pass go, collect your two hundred dollars and continue the game for another round.“ 3. Initial instruction success theoretically relies on the truthfulness with which the student answers the guide questions during the intake interview. The student’s motivation to perform well on diagnostic tests enters into the formula at this time. 112 4. The communication process begins with verbal negotiations between the student and the teacher. The better the teacher’s listening skills to identify the student’s perceived needs; the potential for the student to breech societal and institutional mistrust is greatly enhanced. This establishes the foundation for reciprocating trust and personal growth. We Recommendations and implications for further research conclude this chapter. Some of the items originate in the design and limitations of this research project, others are potential research questions that arose during the grounded theory process and possible relationships that could be explored from the theoretical framework mapping. SI | | E . I | E | l l' The first recommendation focuses on the mind set of the incarcerated student. The prisoner experiences great difficulty maintaining a sense of self when his physical environment frequently changes in the asocial prison environment. The incarcerated student lacks the cognitive foundation to set realistic goals, such as the appropriate use of leisure time throughout all stages of development. He lacks short and long term goal formation skills which should have been learned during a prior developmental stage. This 113 inability stems from low self-esteem. The behaviors ABE incarcerated students exhibit are primitive and concrete. Second, appraisal of the incoming student would be greatly enhanced if the interview sessions were tape-recorded, analyzed and kept. At a future date the teacher and student could listen to the tape to assess progress and negotiate new goals. Third, two problematic areas relate to the self-concept and motivation of the learner. Many incarcerated students remain accustomed to externally directed teaching styles without account for learning styles. Participants leave enthusiastic about the learning process; however, their motivation from involvement decreases with time. Fourth, with respect to process elements of the paradigm specific areas are problematic. For example, the learning plans are not always carried out in a systematic manner. Time limitations and institutional transfers often take precedence over these learning plans. As the distance from feedback increases, participants become less committed to the process. Fifth, the process of schooling needs to become a part of the person’s regular thought patterns which assists in developing appropriate mental maturity for American mainstream society. 114 W The first group of recommendations reflect insights to the qualitative grounded theory process, and would result in better analytic tool usage. ' Conduct a series of pilot interviews to assure the guide questions sufficiently prompt the interviewee to solicit data which relates to the research questions. ' If the research is being conducted within a large bureaucracy initiate the authorization a year to eighteen months ahead of the projected beginning date of data collection. Dates are more easily extended than waiting to begin data collection. ' Test the acoustics where the interviews will be conducted so the tape recordings are relatively free of background noise. ' Listen to the tapes following the transcript, it is important to annotate intonation and inflection of the interviewee so response interpretation reflects the true meaning. ’ This study describes what ABE incarcerated students perceive to be their educational needs. A longevity study tracing their progress through repeated mapped cycles would add depth to the theory which has been broadly framed. * Each of the attribute clusters could be studied to determine specific historical behaviors causing an incarcerate to express the attributes characteristics it as an educational need. * A participatory observation phase, by a researcher other than the teacher, would add invaluable data on how the students utilize the strategies, methods, styles, and supports systems in relation to the theoretical framework. Finally, the following list consists of recommended questions for further research, given the findings and conclusions of this study. 115 In what ways do incarcerated adults perceive their educational needs similarly and differently than ABE mainstream society students? What are the comparative elements in the personal history of ABE Incarcerated students and incarcerates entering with a GED or high school diploma? Is there a significant medical history similarity or difference between successful and unsuccessful ABE incarcerated students? Is there an alternate significant other (from the teacher) whom the incarcerate may trust and maintain the theoretical framework cycles? Do GED incarcerated students have similar or different perceived needs than the ABE research participants? Is this grounded theory, a formula for success for the ABE incarcerated student, a new direction inwhich further research may be guided? Does the incarcerated adult fit the theoretical framework of adulthood or should there be a subdivision of existentialist thought to accommodate those who are incarcerated? Are societies incarcerating people based on out dated values? APPENDICES Appendix A: Kohlberg’s Original Stages of Moral Development ..... 117 Appendix B: Self-Esteem Elements ......................... 118 Appendix C: SPSM Central Complex - Mission Statement ......... 119 Appendix D: Client Release Form CSJ-305 4/88 ............... 120 Appendix E: Percent of Student Turn Over August 1987 through August 1993 ................................... 121 Appendix F: Open Coding Cluster Summary Guide .............. 122 Appendix G: Individual Schematic Mapping ................... 124 116 1 17 Appendix A: Kohlberg’s Original Stages of Moral Development Stage 0: Premoral Stage Preconventional Level Stage 1: The punishment and obedience orientation. Stage 2: The instrumental relativist orientation. Conventional Level Stage 3: The interpersonal concordance or “good boy - nice girl“ orientation. Stage 4: The law-and-order orientation. Postconventional, Autonomous, or Principled Level Stage 5: The social-contract legalistic orientation. Stage 6: The universal ethical principle orientation. 118 Appendix B: Self-Esteem Elements 1. P 599$?!" 10. 11. 12. 13. 14. 15. 16. 17. I am lovable and capable. lnorder to have high self-esteem, all individuals must experience themselves as both loving and lovable and as able and valuable. Choice. We are all free-willed beings capable of choosing how we think, feel, and behave. All behavior can be redecided; we can change at any given moment. All people are resourceful. There are no unresourceful people, people only place themselves in unresourceful states. Change the state and the person states. You are the cause of your own experience. Since you are a free-willed individual, your experience is your responsibility. All problems have seeds of opportunities in them. If we treat each problem we have as if it were a gift, we are more likely to find the gift. There are no failures, only outcomes. All mistakes are merely stepping stones to success; listen to the feedback and redirect your behavior. All people are gifted. All people are gifted: some have not unwrapped their packages yet. Feedback is critical to success. “Ready, Fire, Aim.“ Try something, readjust, and try again. It is our responsibility to enter the other person’s world. All reality is personal and if you wish to be successful you will approach others from their point of view. We are all teachers and learners, one to another. Ask, “What is it I can learn from this person?“ The meaning of communication is the response you get. If the other person does not understand, keep ’repackaging’ your communication until they do. Only you can abe excited and enthusiastic about your life. Life is only as exciting as you make it: it is up to you. Live your life’s purpose. Know your life’s vision and live it with full integrity. Do it anywayl All people are fearful of risking to grow. The difference is that winners do it anyway. This is itl Now, the present moment, is the only moment that exists. Flexibility. The more approaches, methods, skills we have, the more successful we are likely to be. The Chinese definition of insanity is doing the same thing in the same way but expecting something different as a result.’ You make a difference. Each of our behaviors makes a difference in the world. All people contribute to the sum total of the planet. 1 19 Appendix C: SPSM Central Complex - Mission Statement MISSION STATEMENT: To ensure the security of the community while maintaining a safe and orderly environment for both staff and prisoners. To provide prisoners an opportunity to prepare themselves to be responsible citizens (Regional Warden, SPSM Complexes, John Jabe, 1990). 120 Appendix D: Client Release Form CSJ-305 4/88 .tcon DTtar-alv nr- than--- ..... . OEPARTME NT OF CORRECTIONS CLIENT RELEASE FORM _ INSTRUCTIONS FOR STAFF: Release must be signed and witnessed prior to any interviews that are to be published or broadcast in part or in whole and prior to production of still and/or motion pictures and/or voice recordings and/or videotne. Separate occasions require operate release form cad-sue M. 5rd DESCRIPTION OF ACTIVITY: I give my permission to: (initial all that DOW) 9e interviewed Be photographed with still equipment Be filmed with motion picture or video taping equipment Have my voice recorded. I understand that the resuhing product can be copyrighted or sold. I waive the right to inspect and/or approve the finished product. I agree to the following uses of the product: (initial these that MW) Any legal use Only for use by the Department of Corrections as it sees fit (example: Reports, brochures, films, slides. etc.) Only for: release aaacltyl 3 I understand that if I give my permission for the photographs. filming, videotaping, interviewing or voice recordings that l have given up any right to privacy and the use of the product may identify me to the general public as a client of the Department of Corrections. l have voluntarily signed this release. I have been told that I do not have to grant permission, and that I will not be subjected to unfavorable treatment if I refuse permission. CLIENT SIGNATURE NUMIER DATE WITNESS SIGNATURE WITNESS SIGNATURE w DESCRIPTION OF ACTIVITY: t DISTRIBUTION: Original - CIIent’s File: Copy - Client 121 :33?de E: Percent of Student Turn Over August 1987 through August JAN P38 MAR APR HAY JUN JUL AUG SEP OCT NOV DEC ' 11 13 15 13 17 16 19 23 20 26 68.8% 68.4% 65.2% 65.0% 65.4% JAN ’88 NAR APR NAY JUN JUL AUG SEP OCT NOV DEC 1988 20 22 18 12 33 31 42 42 37 32 33 30 31 29 24 53 41 52 53 52 48 44 40 33 64.5% 75.9% 75.0% 22.6% 80.5% 59.6% 79.2% 80.8% 77.1% 72.7% 82.5% 90.9% 1987 8 9 JAN m IIAR m m JUN JUL AUG St? on uov use 1 9 26 25 36 26 24 19 20 26 22 39 36 as 29 47 49 a: 32 ze 29 31 s: s: 54 42 89.7% 53.2% 73.5% 83.9% 75.0% 67.9% 69.0% 83.9% 43.1% 76.5% 66.7% 83.3% JAN FEB NAR APR HAY JUN JUL AUG SEP OCT NOV DEC 1990 33 34 36 32 38 34 44 54 26 29 44 51 48 42 44 55 48 48 58 67 37 58 65 58 68.8% 81.0% 81.8% 58.2% 79.2% 70.8% 75.9% 80.6% 70.3% 50.0% 67.7% 87.9% JAN FEB NAR APR HAY JUN JUL AUG SEP OCT NOV DEC 1991 43 55 48 50 53 53 80 62 78 90 90 80 63 60 66 69 69 114 116 98 114 109 101 87 68.3% 91.7% 72.7% 72.5% 76.8% 46.5% 69.0% 63.3% 68.4% 82.6% 89.1% 92.0% 1992 JAN P88 NAR APR NAY JUN JUL AUG SEP OCT NOV DEC 60 66 45 46 39 73 69 46 45 39 35 62 89 72 59 56 94 86 95 55 60 54 78 78 67.4% 91.7% 76.3% 82.1% 41.5% 84.9% 72.6% 83.6% 75.0% 72.2% 44.9% 79.5% n, 3 JAN res IIAR APR IIAY JUN JUL AUG sap OCT NOV DEC 1' ’ 33 4o 44 s: 53 48 as 27 47 so 69 79 73 71 37 33 70.2% 67.8% 63.8% 64.6% 72.6% 67.6% 94.6% 81.8% [I 1 22 Appendix F: Open Coding Cluster Summary Guide 0 confidence 0 presence - health - happiness - sex role 0 motivation 0 language - childhood environment - personal prestige o gesture - passive - imitation - comfort 0 effort 0 time concept - efficient - up to date 0 space - resist domination by others - discomfort a responsibility 0 bonding - pride of accomplishment e initiative 0 learning - advancement: business and social - praise from others 0 perserverance 0 ownership - increased enjoyment - improved appearance 0 caring O taboo - gregarious 0 express personalities - satisfy curiosity O teamwork 0 subsistence - self-confidence 0 common sence 0 rights and duties - money 123 - problem solving 0 rewards and privileges - popularity - emulate the admirable 1 24 Appendix G: Individual Schematic Mapping Subject A: Language ----------- > PROBLEM SOLVING Presence < ------ Gesture < -------- Space Concept < < Rights and Duties Subject B: MOTIVATION Bonding < -------- Ownership < ------- < -------- Precedence < -------- Sex Role Subject C: MOTIVATION Caring < ------- Need for Ceratinty < -------- Home Goal Formation < ------ One Small Step Subject D: PROBLEM SOLVING Small Abilities < ------ Input Stability < ------- < ------ Common Sense < ---------- Goal Formation < ------- < ---------- Presence < 125 Cause of Happiness < ------------ > Life is a Dream 126 Subject E: PROBLEM SOLVING Selfish < ---------- - Altruism < ----------- Presence < < Commanding Voice < ----------- Main Goal Future (unconnected) Happiness < ------------ > Fantasy Subject F: MOTIVATION Time Concept < ------- Narrow Interests < -------- Doing Time < -------------- Schoolinglunconnectedl < -------- Goal Formation < --------- Primative Behaviors Subject G: CONFIDENCE Gesture < Enlightenment < -------- < ----------- Reward (Personal from within.) < ------------- Goal Oriented (Remembers from the past.) < ------------- Objectivity Behaviors and thoughts have negligible interweave. 127 Subject H: MOTIVATION Objectivity < ------ - Language (bilingual) < ----- Schooling (out of goal sequencing) High Level of Abstraction (within reality) <----- Goal < ---------- Identity (Elements which create a behavioran base.) Subject I: CONFIDENCE Zero Confidence < ------------ < ------- Self Rejection < -------- Hopelessness Goals < ----------- Closer to god Suicidal (diagnosis - level three of four levels 128 Subject J: PROBLEM SOLVING lmpulsiveness < > Rationality \Bonding Doing Time/ \ / \ I (Unconnected essential attributes) Live < --------- Hopelessness School <---- Learn Gaol < -------------- > Meet MaMa Soon 129 Subject K: PROBLEM SOLVING Initiative <----------- Learning, Caring, Responsibility School < ------- -- Learning, Fit with Society Fun < ---------- Sex, Money, Children, Mon (An absence of vertical integration.) Subject L: PROBLEM SOLVING Ungrounded Fantasy < > Living Fantasy Doing All Day (natural life) Health Childhood Sex Role Be Free Taboo Reason to Live Happiness Enjoy My Body Sex. Money, High Subject M: MOTIVATION Ownership < ------- Caring < ------ Effort < ------------- < <-------- Schooling < ----------- Goal Formation < ------- < < -------- Institutional Goal < ----------- Rehabilitation 130 Subject N: MOTIVATION Dependence < > Autonomy Subsistence <----- Be Free --------- > Home, Family, Marriage Goal < Something to Achieve Subject 0: CONFIDENCE < -------------- < < Initiative < ------------- < < ------ Grooming < ------- Organization < ------ Process <--< < ---------- Precedence < ---------- Goal Formation < ------- < < ---------- Survival < ---------- Doing My Time < ---------- < < -------------- Schooling < ----------- Happiness Subject P: PROBLEM SOLVING Passive < > Active Reality < > Fantasy Goals (dreams) < >End Ambition Money Getting High School < > Ceremony 131 Subject 0: MOTIVATION Amphorour Self-identity < --------- > Integrated Self-identity Responsibility < > god’s phallus Effort < > Share god’s gift with all. Goal < > Be one with all. 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