:4) "‘
29‘1”" ,

:1 \10\

lb

.Ir.

5.1..1

L ,2. $45 a. \
1

L 5. “3.0.25? .PVHW

.i ‘ i-

: 0; n

 

mesa

ERSITY LIBRARIES

2IIHI 2|1|

 

Hi

 

 

 

 

 

 

 

 

 

 

 

 

iilliiiliilliil‘i‘ilililiN

3 1293 0157

This is to certify that the

dissertation entitled

Educational and Life Experiences
as Reported by
Inmates Confined to a County Jail

presented by

Matthew J. Myers

has been accepted towards fulfillment '7
of the requirements for

 

 

Doctorate degree in Philosophy

 

 

Major professor '

 

Date ’3’ f *

MSU is an Affirmative Action/Equal Opportunity Institution 0-12771

 

 

 

LIBRARY
Michigan State
University

 

 

 

PLACE ll RETURN BOX to roman this chockwt from your record.
TO AVOID FINES Mum on or before date duo.

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EDUCATIONAL AND LIFE EXPERIENCES AS REPORTED
BY INMATES
CONFINED TO A COUNTY JAIL
BY

Matthew J. Myers

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

DEPARTMENT OF EDUCATIONAL ADMINISTRATION

1996

Matthew J. Myers

a sample population of 12 inmates. Inmates were selected
from those attending classes at the jail. Structured
interview questions were developed to conduct the research.
The questions were designed to allow the inmates to respond
in an open-ended manner.

Data analysis revealed that personal life experiences
contributed significantly to the educational development of
the inmates. Life experiences during the educational
experiences had 23 direct impact tun: inmates progressed or
failed to progress through the educational systems they
encountered. Parents, teachers, principals, and friends
significantly impacted the lives of the inmates and these.
individuals served as positive or negative role models. While
there were individuals who attempted to provide a positive
learning opportunity for the inmates, the negative’experiences
had an overwhelming effect on how education was eventually
viewed by the inmates. Patterns of negative life experiences
began at an early age in most cases. Basic values and ethics,
personal relations, and at times a lack of self discipline,
greatly impacted the educational experiences of the inmates.
The inmates reported a clear understanding of their belief in

how the life experiences effected their performance»in school.

Dedicated to my parents,
Gene and Margie Myers.

You have always been there
when I needed your guidance;
I am proud of who I am because
of the love and encouragement

you have always given to me.

iv

ACKNOWLEDGEMENTS

Many individuals participated in the success I have
achieved, both professionally and personally. Earning a
doctorate degree and completing this dissertation was a
tremendous challenge forrme. I am proud to have achieved this
goal, and I wish to recognize the individuals who made it
possible for me to accomplish my goal.

Dr. James Snoddy, my advisor, led me through the
doctorate degree program. His inspiration, and support will
always be greatly appreciated.

Dr. Max Raines, Dr. Howard.Hickey, Dr. Louis Hekhuis, Dr.
James Snoddy, and the late Dr. Robert Trojanowicz, members of
my guidance committee, provided support and encouragement.
I appreciate the time and efforts made by my guidance
committee on my behalf. The committee wanted me to succeed
and were a great assistance to me.

Former supervisors and my current supervisor have been
instrumental in my professional development. Mr. Richard
Bernitt, and.Dr. Bruce Benson provided.me with the opportunity
to grow professionally and were flexible with my work schedule
as I completed my degrees at Michigan State University. My
current supervisor, Gene L. Wriggelsworth has significantly

V

influenced my career and provided me with an unbelievable
opportunity; I appreciate his continued support and
friendship.

Several friends and professors have been very supportive
of me over the years; there were times when I needed their
encouragement and I am grateful.

My family has continually provided me with encouragement,
support, and love. II can not thank my parents enough for
their support. I wish to thank Mallory and Gloria Cox for
their support. I also wish to thank my daughter, Allison and
my son Michael, for their understanding as I completed this
degree. I also wish to thank my wife, Marla, who has
continually encouraged me to pursue my professional and
educational goals. It has been Marla's support and love that
has made this degree possible.

Finally, I wish to thank the inmates who participated in
this study, and to the educational staff at the Ingham County

Jail, who allowed me to intrude on their classrooms.

vi

TABLE OF CONTENTS

Page

LIST OF TABLES ........................................... ix
Chapter

I. INTRODUCTION ................................... 1

Statement of the Problem ........................ 2

Purpose of the Study ............................ 5

Research Questions .............................. 7

Limitations of the Study ........................ 8

Definition of Terms ............................. 9

Organization of the Dissertation ............... 10

II. REVIEW OF RELATED LITERATURE ................... 12

Introduction ................................... 12

Educational Programs in Jails and Prisons ...... 12

Inmates Confined in Correctional Facilities....24

Chapter Summary ................................ 36

III. RESEARCH METHODOLOGY AND PROCEDURES ............ 36

Project Design ................................. 38

Population and Sample .......................... 39

Data Collection Procedure ...................... 41

The Interview Process .......................... 45

Data Analysis .................................. 50

Summary of Methodology and Procedures .......... 52

vii

IV. ANALYSIS OF THE RESULTS ......................... 53

Results ......................................... 53
Research Question 1 ............................. 54
Research Question 2 ............................. 60
Research Question 3 ............................. 76
Research Question 4 ............................. 82
Subsidiary Analysis ............................. 87

How Were You Spending Your Time Between The
Time You Left High School and When You

Entered This Educational Program..... ....... 88
What Led You to Enroll in The Educational
Program At The Jail ...... . .................. 89
What Are Your Educational Plans When You
Are Released ................................ 91
Chapter Summary ................................. 92
V. RESULTS, FINDINGS, DISCUSSION, IMPLICATIONS,
AND REFLECTIONS ................................. 93
Results of the Study ............................ 93
Findings ........................................ 97
Discussion of Results and Conclusions ........... 99
Implications for Future Research ............... 103
Reflections .................................... 105
APPENDICES
A. INFORMED WRITTEN CONSENT FORM .................. 109
B. THE INTERVIEW QUESTIONS ........................ 111
C. LETTER OF APPRECIATION ......................... 116

D. RESPONSES TO INTERVIEW QUESTIONS REGARDING
SCHOOL RELATED EXPERIENCES ..................... 118

E. RESPONSES TO INTERVIEW QUESTIONS REGARDING
EXPERIENCES THAT INFLUENCED SCHOOL EXPERIENCES.122

F. RESPONSES TO THREE INTERVIEW QUESTIONS: HOW
WERE YOU SPENDING YOUR TIME BETWEEN THE TIME
YOU LEFT HIGH SCHOOL AND WHEN YOU ENTERED
THIS EDUCATIONAL PROGRAM? WHAT LED YOU TO
ENROLL IN THE EDUCATIONAL PROGRAM AT THE
JAIL? WHAT ARE YOUR EDUCATION PLANS WHEN YOU
ARE RELEASED? .................................. 127

BIBLIOGRAPHY ....................................... 131

viii

LIST OF TABLES

Table Page

4.1 Distribution of Positive/Negative Experiences
Inside the Home as Reported by Inmates ............. 68

4.2 Distribution of Positive/Negative Experiences
Outside the Home as Reported by Inmates ............ 69

4.3 Comparison of Respondents Reporting Positive
Experiences ........................................ 72

4.4 Comparison of Respondents Reporting Negative
Experiences ........................................ 74

4.5 Factors or Experiences of Inmates Having a
Significant Influence on the School Experience....75

ix

 

C1
is

in

in:

Prc

CHAPTER I

INTRODUCTION

This study was conducted with inmates confined in the

Ingham County Correctional Facility, located in Mason
Michigan. This facility houses over 500 inmates on a daily
basis. Inmates housed at the Ingham County Correctional

Facility have a status of either sentenced or non-sentenced.
This study’ was confined to sentenced inmates, primarily
because most non-sentenced inmates do not have access to the
Educational Department. This study was an investigation into
the educational and life experiences of inmates who have been
sentenced at the Ingham County Correctional Facility. More
specifically, this study focussed on inmates who attended
educational classes at the jail. Inmates attending classes
are eligible to do so as a result of not completing high
school and obtaining a high school diploma or the equivalency
certificate. Focusing on inmates attending classes at the
jail provided information as to the reasons why some
individuals did not complete their high school education.
The educational opportunities for inmates, while
incarcerated at the Ingham County Correctional Facility, are

provided by the Lansing Public School Systenn Instructors are

Michigan Department of Education certified teachers, employed
by Lansing Public Schools. Inmates currently have the
opportunity to study several courses, with mathematics,
English, and computer applications the more popular courses.
While it is not possible to obtain a high school diploma
through the education department at the jail, the courses are
offered and can be credited toward high school completion.
It is also possible, for an incarcerated inmate to prepare
for the General Education Development high school diploma
equivalent exam and take this exam through the education
department at the correctional facility.

Research which examines various educational programs in
prisons does exist. There are also numerous writings by
incarcerated individuals and their experiences in prisons and
jails. The focus of this study was to report the life and
educational experiences of incarcerated individuals. The
researcher believed the life experiences of inmates

contributed significantly to their educational development.

Statement gf the Prgblem

Inmates appear to attend classes at the jail for numerous
reasons, which will be discussed in later chapters. In a
review of the literature, it appears that limited research has
focused on self reported educational experiences of inmates

in county jails. Much of the research has focused on teaching

inmates while incarcerated in jails (Martin, 1981). There are
studies which report on the experiences of inmates while
incarcerated, as in the research conducted by Caron (1978).
This study was designed to compare the perceptions of the high
school learning experiences of inmates to their educational
experiences in a county jail. While the motivating factors
for the inmates may differ, one common factor among the
inmates is the lack of a high school diploma. The results of
this study might assist in identifying the reasons inmates
were unable or possibly unwilling to complete their high
school education. By comparing and contrasting the methods
and environment of high schools to the education setting at
the jail, as perceived by the inmates, some of the inmates'
perceptions of the two educational systems might suggest
reasons why high school programs were unsuccessful and why the
inmates are now willing to study at the jail. Further
insights reported by the inmates might suggest some
inadequacies of the educational system at the jail.

This study presented a unique opportunity to interview
inmates and glean from them their perceptions of the
educational systenl at ‘the jail. This study' allowed. for
comparisons of the inmate's perception of the jail educational
system and the educational systems previously experienced by
the inmates. This research also allowed for the direct
observation of these same inmates and their progress through

the educational program at the jail, and to gain a first hand

look at the progress or lack of progress made by the inmates
in the jail.

Little is known as to why many inmates did not complete
their high school education. A review of the current
available literature reveals information concerning
educational programs in prisons and life experiences of
inmates incarcerated in prisons. It appears little or no data
exists of life and educational experiences of inmates confined
to a county jail. Data have not been collected from inmates
which might suggest those life experiences which may have
impacted their educational experiences. The researcher
believes it might be useful to know the perception the inmates
have of their high schools and high school teachers and also
what "outside" factors influenced their ability to study.

From initial interviews with instructors in the
educational program at the jail, it seems clear the inmates
are participating in the program for a variety of reasons.
Some inmates only participate because of their sentences.
Therefore, instructors must have the ability to cope with
individuals who are participating as a result of a requirement
from the judicial system. Jail educators of inmates should
recognize that previous educational programs may not be seen
as appropriate by the inmates and new challenges may be a
daily occurrence (Pellegrini, 1992). If documented
successfully in this research, other instructors may benefit

from the recognition of the challenges of educating inmates

 

0D
SUC

EX‘

9:11;
198;
p055

(Bea

and perhaps better approaches can be developed.

W

The purpose of this study was to explore the perceptions
of selected inmates, regarding the reasons they believe the
educational system they experienced might have been successful
or unsuccessful. This study also compared and contrasted high
school educational experiences with jail educational
experiences, as seen by the inmates. In addition, other life
experiences and their influences were reported. This
information also influenced the inmates as they progressed
through the educational programs.

This study was conducted to identify and explain those
events reported by the inmates and to classify the key events
into themes, if themes could be identified. Inmates were
asked to identify experiences that made a significant impact
on them and were perceived by them as being factors in their
success or failure in high school, and then comparing those
experiences with the adult education program at the jail.

Studies report inmates' inability to cope with the
educational environment of a typical classroom setting (Bjork,
1981). Still other research suggests many inmates did not
possess the maturity to learn in a high school classroom

(Beadle, 1965).

This study asked inmates to compare and contrast high
school experiences with the education experiences at the jail
and asked what other factors influenced the inmates ability
to learn in high school. The lessons learned could be helpful
in identifying alternative teaching methods or alternative
education environments.

Numerous theorists of adult education indicate that a
learning environment must be provided for adults that is
different than that provided for children (Evan, 1987). It
would seem to be the consensus that to teach adults in the
same way we instruct children is inadequate. It has been
theorized, that adults learn differently than children and we
therefor must teach them differently (Karmos, 1989).
Participatory learning has been widely accepted as an
effective method of learning for adults.

This study was conducted to determine if the inmates
believe they were unable to learn because of the methods that
were used in high school were inadequate, or if the inmates
were simply unwilling or possibly unable to learn. Because
a majority of students entering high.school actually graduate,
it would appear most people who initially experience
difficulty in a learning environment usually have the ability
to adapt in some manner, with varying degrees of success.
Hopefully, this study will reveal, why the inmates believe

they left high school.

 

'1

(1'

Se

res

R e es '0

The data collected in this study and the analysis may
suggest educational approaches that are helpful in reaching
persons whose life experiences are different or unusual to
most students. It is important that educators constantly
remind themselves, not all students have the ability to adapt
to the teacher and it is necessary that the teacher adapt to
the student (Johnson, 1990). It was important during the
interviews of the inmates, to discover an understanding of the
perception the inmates had about their educational experiences
and how those experiences were influenced by their life
experiences. Did the teachers play a major role in
influencing the students? What factor did the classroom
setting have on the educational process? What "outside"
factors impacted the learning process? Was the educational
setting at the jail different than the high school?

Based upon the concerns expressed above, the :major
research questions of the study included the following:

I. What school related experiences do inmates report as

significant in their lives?
2. What factors or experiences do inmates report as
significant influences on their school experiences?

3. What are the inmates perceptions of the educational

experiences in the jail?
4. What aspects of the educational experiences in the
jail do inmates report as applicable to other jail

education programs?

l"!!°0 it] 5!:

The study involved an interview process based on
perceptions and self reported experiences of inmates confined
to the Ingham County Correctional Facility. The sample
included 12 inmates out of a population of 500 inmates who
attend the adult education program annually. The 12 inmates
were not selected randomly. As a result, several limitations
exist. The limitations are presented to provide the reader
some guidelines for interpretation of the data. The study
limitations include the following:

1. The study included 12 inmates out of a population of

500 inmates. As an ethnographic study this research
was not designed to develop large numbers of
statistics. Thus, generalizations of the study are
affected.

2. Inmates were not selected on a random basis. Inmates
were selected to participate based on recommendations
from the teachers in the adult education program at
the jail, willingness to participate in the study,

and the availability of the inmates.

3. The study reflected the perceptions of the inmates
who chose to participate. Inmates who did.not choose
to participate may have had different perceptions.

4. The length of time since an event took place could
have influenced the lesson learned. Perhaps the
lesson remembered could have changed over years. 'The
inmate may have needed time away from the experience
before he or she could have identified the experience
as a learning opportunity. Imiaddition, some lessons
may have occurred without the inmate being able to
determine the triggering event.

5. The memory of the subjects, the choice of emphasis
of the researcher when reporting data, and the
selective perceptions of the subjects are limitations
of the study. Readers of the study may not agree

with the interpretations of the researcher.

LE"!' ET

The following terms are defined in the context in which
they are used in the dissertation:

Inmate. A person incarcerated at a county jail, as a
result of having been accused of committing a criminal

offense.

Ke eve ts ex eriences. Occurrences that affected the

educational process of the inmate: interactions with specific

 

(D

in
'1

people; hardships; or personal experiences.

Lessons learned, Patterns of thinking as perceived to
be acquired as a result of the events/experiences --in other

words, the information and attitudes gained as a result of
having experienced the event or interaction.

Ingham County Correctional Facility, The jail located
in the County of Ingham, City of Mason, Michigan” One of over
83 jails located in the state of Michigan, responsible for the
safety and security of both sentenced and non-sentenced
inmates. Daily population exceeds 500 inmates.

Respondents. The inmates from the Ingham County
Correctional Facility who participated in the study by

granting the interviews.
Or aniz tion of t e Di e t'

The dissertation includes five chapters. Chapter I
introduces the study providing the purpose and basic concepts
for the project. Chapter I includes the background, statement
of the problem, purpose of the study, research questions,
limitations of the study, definition of terms, and
organization of the dissertation.

Chapter II contains a review of literature and research
pertinent to the topic under investigation. The literature
review includes two sections. The first section pertains to

educational programs in jails and prisons. The second section

10

explores the literature regarding the study of inmates
confined to correctional facilities.

Chapter‘ III provides specific information. about
methodology and procedures of the studyu Chapter III includes
an introduction, sample population, project design, data
collection, the interview process, data analysis, and summary
of methodology.

The results of the data analysis are included in Chapter
IV. The specific groups of experiences and lessons learned
are categorized and identified. Frequency tables and lists
of examples are utilized to answer the research questions
presented in Chapter I.

Chapter V contains results, conclusions, discussion of
results and conclusions, implications for future research and

reflections.

11

 

SEC

stu

°°rr

aSseE

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of a review of literature and

research pertinent tn: the topic under investigation” The
literature review includes two sections. The first section
pertains to educational programs in jails and prisons. The

second section is related to the literature regarding the

study of inmates confined to correctional facilities.

ducatio a1 r i Ja' d

Most of what has been written concerning the education
of prisoners was a result of studies reviewing the educational
programs in prisons. This section will provide a review of
literature of educational programs for inmates and will
examine the reported effectiveness of inmate educational
programs.

Reagen (1976) observed that a: descriptive overview of
correctional education in the United States does not exist.
A review of related literature would conclude Reagen's
assessment was especially true for Michigan.

The impetus for introducing an educational program at the

12

 

St
si:

ea

State Prison of Southern Michigan in Jackson, Michigan, was
similar to that which led to the establishment of schools in
early New England. In 1846, the Michigan legislature enacted

a bill that decreed:

The agent shall furnish at the expense of the State, a
Bible to each of the convicts who can read, and such
convicts as cannot read, he shall cause to be instructed
in the principles of reading, writing, and arithmetic.

Early reports from Jackson State Prison indicate the
seriousness of prisons officials concerning those inmates who
refused to attend school. The following two quotations from
Captain Purves (1800's) demonstrates the attitudes of prison
officials toward education of inmates:

June 29--I report No. 255, Fitch for refusing to attend
school. He is determined not to go, but I believe a
touch of the "bat" (a leather strap that was applied to
the bare back) might change his mind in this regard.
For a man who can neither read nor write he is singularly
obstinate. (p. 16) -

In a similar incident of a inmate's refusal to attend
school, another type of punishment was administered:

September 30--Mascivell is still his old defiant self
despite a bit of "treatment". When I took him down from
hanging by his handcuffed.wrists last evening he growled,
"I'll hang here till hell freezes over and my arms are
ten feet long before I'll agree to attend your screwy
school." This convict is determined to remain
uneducated, and is the most stubborn and rebellious man
I have encountered in a long time. He wants no part of
our attempts to bring him intellectual aid. It is
apparent that the recalcitrant rebel does not hunger for
the other things of life. (p. 46)

State historical records reveal that in 1880 the school
was taken out of the chaplain's office, where it had been for

35 years, and was placed under the leadership of a certified

l3

teacher.

Educational programs for inmates developed slowly in
Michigan. In fact, reviewing reports from 1916 - 1930, there
is no evidence of educational programs in the annual reports.
It is believed that programs did exist, however the
authorities' lack of interest in such programs seems apparent.
In 1930, MacCormick observed, "No education.programs presently
exist in the Marquette Branch Prison and the Michigan
Reformatory in Ionia, Michigan. The only education program
for prisoners in Michigan is at the State Prison of Southern
Michigan."

In 1940 MacCormick commented that the Jackson Prison
should undoubtedly be ranked among the best in the country on
several points. Commenting on the school program, he wrote:

The educational program is extensive and varied with

excellent classrooms, a staff of well trained directors

and a variety of courses in which over 800 men are
enrolled on a full-time basis with several hundred others

taking extension courses. (pp. 4-5)

MacCormick observed that the Michigan Branch prison in
Marquette and the Michigan Reformatory, "the only other
prisons in the state, have mediocre education programs."

The available literature did not reveal any significant
changes in Michigan prisons or prison education until the mid-
19505, when a new nedium-security institution for youthful
offenders was constructed” It was at this time when education

programs in Michigan prisons began to grow extensively.

Administrators realized the key to making productive citizens

14

out of inmates prior to release was education. Also realized
was the need to provide education to youthful offenders with
the goal of providing high-school-diploma-oriented classes.
After years of struggling to provide education to inmates
with the goal of high school completion, a shift in the focus
on how best to educate inmates was realized. It was decided
in 1974 to appoint a "Director of Education" who would work
with prison school administrators to develop a coordinated
prison school curriculum that would be individualized and
could provide for an open entry/open exit delivery system.
This major change in the educational philosophy of the
Michigan Department of Corrections created a shift from the
lock step, high-school-diploma-oriented classes to completely
individualized, self-paced high-school-equivalency programs.
While many involved believed in the need to educate
inmates, funding for these programs has not been a high
priority. MacCormick (1931) concluded that prison education
has failed for many reasons, but the chief reason for failure
is lack of funds. In spite of MacCormick's observation and
possible lack of despair concerning the poor performance of
corrections education, Roberts (1971) stated that the year
1929 has been considered the beginning of the modern trend in
prison education. He wrote:
The year 1929 has been selected by some criminologists
as the date of the beginning of the modern trend in
correctional education, and efforts made prior to this
time are viewed as scarcely worth mentioning, except
possibly for the reformatory developments. This period

of history has been appraised by many criminologists as

15

the point at which education began to be recognized and

deve10ped as an essential element in a program of

correctional treatment. (p. 6)

However, according to Roberts, the decade from 1961 to
1971 marked the beginning of more effective and innovative
programs in corrections education.

More recent authors have agreed with MacCormick that a
lack of funding is the single greatest deterrent to the
success of corrections education programs. Ryan (1970) wrote
that a major incentive to corrections education was the 1966
legislation that provided funds for Adult Basic Education
programs, including those in corrections. Ryan stated:

Never before in the history of corrections has there been

such an opportunity for positive change, and.a change for

continuing improvement. The climate today, inside and
outside the criminal justice system, supports the idea

of change. (p. 1)

Ryan's optimistic attitude, which identified the 19705
as a time for positive change in corrections education, was
similar to McPherson's (1976) statement about the challenges
of the 70s. He wrote:

Educators of the 70's have opportunities and challenges

that are unprecedented in history. The climate for

educational research and curriculum experimentation is

highly favorable. After a decade in which "innovation"

has been the password in education circles, individual

citizens as well as public and private institutions have

developed a keen interest in education and the effects

of change in education. (p. 18)

The public attitude toward change, and in particular the
changes that were taking place in public education,

undoubtedly had a positive effect on corrections. According

16

to Ryan (1970), a wide variety of educational programs was
functioning in numerous correctional settings in the United
States. She wrote:

Many of those programs, like their institutional

counterparts, provide a wide diversity of instructional

services. Many have philosophies, complete with goals
and objectives, that provide a worthwhile gain to their

learners. (p. 5)

Ryan continued, stating:

Many institutions provide inadequate services with

unrealistic goals, and nonneaningful evaluation; and some

state institutions have no education programs available

for their students. (p. 5)

Supporting Ryan's claim of the lack of educational
programs in some correctional facilities are statistics
provided by Reagen (1976). His Research revealed that
educational programs were provided in all of the federal
prisons, whereas only 81 percent of the state prisons provided
academic education for their prisoners” Reagen reported that:

In some prisons or systems, prisoners participate in at

least one, and often more than one, of the several

formalized institutionalized school programs which
include Adult Basic Education, High School Equivalency
preparation, and miscellaneous opportunities for personal

enrichment and self improvement. (pp. 60-61)

While no statistics are available concerning educational
programs at the county level, the perception exits that even
fewer jails are funded for educational programs.

Conrad (I981) believed that the increased status of
education was evident throughout the country, although the

increase in enrollments and the augmentation of services

hardly kept pace with the rhetoric. Reagen (1976) contended

17

that there has been an ascendence of education, particularly
academic education, in the corrections process:

Prisons emerged two hundred years ago as industrial

centers, with opportunity' for penitence. 'They are

gradually transforming themselves into education

institutions. (p. 95)

Several forces were at work during the mid-19605 and
19705 that motivated the evolution from penitence-oriented
prisons to educational institutions. According to McCollum
(1971),

While education and training programs in the federal

prison system are admittedly in a dynamic state of flux,

educators and other staff are trying to work as a team
to create an institutional tone that communicates to the
inmate population that the purpose of the federal

correctional system is not punishment but help. (p. 37)

Although McCollum was discussing the attitude in the
federal system, the rehabilitation. model appeared to be
gaining acceptance in many state prisons systems and local
jails as well.

President Johnson's Task Force on Corrections reported
that:

In several senses, corrections today may stand at the

threshold of a new era, promising resolution of a

significant number of the problems that have vexed it

throughout its development. At the very least, it is
developing the theory and practical groundwork for a new

approach to rehabilitation. (p. 2)

According in: the Task Force, the increasing focus on
rehabilitation found widespread acceptance among members of

the general public. The public was beginning to see the

benefits of educating inmates and making them productive

18

members of society, instead of punishing them and turning
their backs to them.

The challenge was to decide which was the best method for
educating inmates. Ryan's (1970) definition of correctional
education, delineates the broad goals of correctional
education, giving consideration to academic, vocational and
social skills designed to enhance the offender in his
preparation for taking his place in society as a contributing
member. In agreement with this, a report from the U. S.
Bureau of Prisons' (1971) education and training programs are
designed to prepare offenders for employment. These programs
are based on three assumptions:

1” That satisfactory post-release employment will reduce
recidivism.

‘2. That chances for satisfactory post-release employment
will be enhanced if offenders are more employable at
release than they were at intake, and

3. That increased employability will result from
effective education and training programs. (p. 1)

The three goals of education and training for the 1970's
in federal correctional institutions are:

1. All inmates leaving the federal prison system will
be able to read at least at the sixth grade level.

2. All capable inmates will have a high school
equivalency certificate upon release.

3. Every inmate with the need will have been trained in
a marketable skill. (p. 1)

The above mentioned goals also agree with Ryan's (1970)

goals of adult basic education in corrections which are:

19

economic efficiency, civic responsibility, social
relationships and self-realizations. From these stated goals,
one can observe that correctional education is designed to
assist an inmate in becoming educated and to be self
sufficient. While these goals are stated at the federal
level, states and local governments have adopted similar
philosophies. Even though these goals may not be stated at
every level, educational programs in jails and prisons appear
to be aimed in similar directions.

Oneeof the most significant mistakes made by correctional
institutions in the past, and is still being made by nmny
institutions is that of patterning their schools after public
schools. Straight (1972) indicated public schools have not
done a very good job keeping people in school. The drop-out
figures are alarming and a great percentage of these young
adults are not returning to schools. When these people are
convicted of crimes, it is necessary to provide educational
opportunities that will have an impact. By placing these same
people in educational settings similar to the one they
voluntarily left, it would appear they have little hope of
being successful. Straight (1972) believed it is necessary
to become innovative with educational opportunities that have
a greater chance for success. Those mentioned by Straight
(1972) include, computer assisted instruction, dial access
retrieval systems, games and simulations, audio equipment,

radios, various types of projectors, and teaching machines.

20

Along with the innovative media, numerous correctional
institutions have developed innovative philosophies that
differentiate their programs greatly from traditional schools.
An example is the Robert F. Kennedy Youth Center in
Morgantown, West Virginia. Straight (1972) cites that the
following innovative approaches are used in his program:
individual learning systems, individualized instruction,
personalized instruction, industrial literacy, and performance
objectives linked with contractual agreements. The
contractual agreements lead to pay off points that can be
exchanged for privileges, goods and services. This approach
changes the teacher's role from that of instructor to that of
education manager.

Many of these ideas continue today in jails and prisons.
In a 1991 article, Stupak writes:

Corrections and education are two public policy areas

with a lot in common: They are experiencing crises and

they will play vital roles in the United States' future.

Now is the time to start seeking policy solutions that

address them both.

Stupak continued to explain how corrections has a
tremendous opportunity to provide inmates with self-
improvement programs that prepare then for release. With
nearly 200,000 offenders leaving prison and returning to their
communities each year, the system needs to ensure that every
offender has accomplished three things before release:

1. Released offenders should have the skills needed for

entry-level service and manufacturing work.
Basic literacy is a requirement in the corporate

world, hence it should also become a standard in

21

corrections.

2. Released offenders must receive work experience in
an environment resembling the private sector.
Correctional institutions should tailor work programs
to reflect private sector jobs, giving inmates real
life work experience.

3. Released offenders must develop basic work skills.
(p. 160)

Many states have developed programs which make it
mandatory for inmates to participate in educational programs.
Oberst (1988) noted several states including, Arkansas,
Colorado, Illinois, Maryland, Michigan, Montana, New Mexico,
Ohio and Texas, and the federal prison system mandate
participation in basic literacy programs. Inmates are tested
for basic education skills as they enter the prison system.
If they score below a specified literacy level, which varies
from state to state, then participation is mandatory. (p. 2)

Roberts (1971) described other prograns.to assist inmates
in their return to society, such as: "Guide to Better Living
Program", sponsored by the Stone-Brandel Foundation of
Chicago, and the "Dale Carnegie Courses", set up at a number
of correctional institutions throughout the United States.
Both of these educational programs are designed to improve the
inmate's abilitytx>havelsatisfactory'interpersonal relations,
and toward facilitating his adjustment to family relationships
as well as problems of employment upon release.

Conrad (1981) noted the preparation for the GED

examination constitutes a large share of the correctional

22

education effort. This observation implies that the
successful completion of the GED examination is the terminal
objective of many prison secondary education programs.
According to Conrad:
Although many corrections teachers place high value on
the GED examination in lieu of the traditional diploma,
not everyone agrees that the benefits of the GED are
unmixed with disadvantages. Skeptics point to its
similarity to a cram course." (p. 36)
Beadle (1965) cited numerous examples of the need for

quality educational programs in prisons. Roucek was quoted:

At one time the common explanation of crime was
"education" or its lack." (p. 22)

Also noted by Beadle was a quote in a newspaper article
by a warden of a prison:

In my opinion education is one of the key things in the
rehabilitation of a man who gets into a place like this.

(:3- 22)

Cuthbertson (1964) commented in a publication of the
United States Prison at Leavenworth, Kansas:

One of the universal factors common to all men in prison
is their inability to understand the need to recognize
and control the various circumstances that are a great
part of each of our lives. Education is an avenue down
which we can arrive at a better understanding of
ourselves and the world about us, and as a result of this
understanding better equip ourselves, in. a jpositive
sense, with the circumstances of life.

He continues:
Education is a debt which we owe ourselves. When we fail
to pay this debt we cheat ourselves, and the man who
would cheat himself is the biggest cheat of all. (p.l)

Beadle noted this expression of faith in education seems

to reiterate the general American faith in education and would

23

indicate the necessity for making every possible effort to
present and promote a functional program of correctional
education in every correctional institution.

In a report of The National Advisory Commission on
Criminal Justice Standard and Goal, the following statement
is made:

Each institution should re-examine immediately its

educational and vocational training programs to insure

that they meet the standards that will individualize
education and training. The programs should be directed
to the reintegration of the offender into the community.

(p. 368)

Roberts (1971) noted correctional education. has
progressed a long way from the dark ages of penitence and the
"Sabbath Schools" to its present innovative stage. (p. 25)
A review of related literature revealed most educational
programs are aimed at rehabilitating the inmate through
education into becoming a self-supporting, responsible member
of a free society. Financial support was cited as a key

element in the continued development and improvement of the

correctional educational programs.

es C ' e o c ' c'

Being confined to an institution immediately draws
attention to the rights which are enjoyed by members of
society. Questions are raised about the rights of inmates.
Many persons believe inmates' rights are diminished if not

completely abolished. However, it is important to understand

24

that even as prisoners under the care and custody of the
federal, state or local government, inmates retain.many rights
which must be preserved. We should remember most of these
individuals gill return to society and will be expected to
honor the rights of others. Huffman (1964) infers the
preservation of certain concepts:

1. Every individual (inmate) has certain inalienable
rights which should be respected.

2. We must believe in the worth and dignity of the
individual (inmate). (p.12)

While respecting the rights of inmates, it could be
determined this respect will have a positive influence on the
inmates when they return to society. In turn, we could
conclude it is equally important to society as a whole, that
the rights of inmates should be protected. Beadle (1965)
concluded there was IND appreciable difference between the
characteristics of inmates and those of the general public.
Beadle surveyed inmates confined to prison and determined
inmates were anxious to participate in programs which would
have a positive influence on the inmates and make them
productive members of society upon release. The following
responses were recorded. by Beadle (1965) concerning the
inmates beliefs on their participation in educational
programs:

- make all inmates participate

- encourage all to participate

- make it part of regular assignments for inmates

- utilize space for longer hours

- enlarge the full-time program

- help those who want help

25

- help others get solutions to their problems
- set up parole and post release school

Beadle believed these responses could be considered as
expressing a feeling for the well being of inmates. Along
with the above responses, Beadle asked the inmates if they
would be willing to help achieve improvement in educational
progranm by participating'in.a reorganizational movement. 'The
following responses were recorded:

- the program helped me - I want to help others

- my experience would be able to help others

- I want to provide educational opportunity for all

- I want to help those incarcerated to prepare for

adjustment to society (p. 90)

Beadle concluded:

"These two sets of responses point out a sensitivity for

others and a factor of responsibility to society that one

cannot deny. They are highly indicative that the
participating inmates have established a place for

themselves in society." (p. 90)

Thomas Osborne (1961) asked: UDo you wish to produce good
prisoners, or to prepare good citizens?"' He further indicated
the successful prison system must approach the problem from
the spiritual side, aiming to solve it by making men feel
right. (p. 212)

Huffman (1964) indicated.it was important to appraise the
social, academic and vocational lacks that the inmate has and
then strive toward the development of socially accepted
attitudes to supplant either the anti-social attitudes or the
general haphazard attitude toward life ethat has allowed
delinquent behavior. Huffman continued:

A rationale for the democratization theme is that the

26

legitimation of inmate participation in correctional
planning helps to improve communication and keep alive
relevant social norms outside the prison. Another
rationale for democratization. is that many inmates,
though negatively oriented toward."Square John" authority
figures, are observed to be positively influenced by
their "good-con" peers. To the extent that treatment is
thought of as a process involving interpersonal
influences in which there is an attempt to get inmates
to give up one set of values for another, the task of
correctional education is seen as working with whatever
channels of influence will be most effective. It is
believed that the democratization measures help direct
socializing influences through the collateral channels
of inmates to inmates relationship by encouraging

"constructive" inmates to function. as effective

surrogates of the staff. (p. 25)

Vukcevich (1964) studied inmates confined to prison and
indicated social re-education.must be aimed at the integration
of the poorly developed personality into his milieu for the
first time. Vukcevich classified the poorly developed
personalities as delinquents, in four categories:

1. Those who fear not to control their impulses.

2. Those who are ashamed to appear different from their

peers.

3. Those whose feelings of guilt generate serious

feelings of inferiority.

4. Those who view themselves overwhelmed by the disgust

and rejection of others and try to appear
blase. (p. 32)

If the above personalities exist as indicated by

Vukcevich it would appear a plan for re-education is

imperative if prison rehabilitation hopes to impact the

previous mind set of many inmates. Roucek (1961) spoke about

27

the attitude of inmates toward work when he concluded, inmates
must learn a sense of responsibility. (p. 264)

Wallack (1956) through his interviews with inmates
confined in prison, outlined social education activities which
would positively impact the development of inmates.

1. To bring the inmate to adopt goals and attitudes
which are in accord with those of society and which will
further the improvement of society.

2. To show the inmate the desirability of furthering
the interests and standards of worthwhile social groups.
Social education must bring about a transfer of
allegiance from anti-social groups and methods to
socially desirable ways of achieving desired goals.

3. To develop points of view which will make apparent
to the prisoner the futility of committing criminal acts,
and the advantages of law-abiding, post-institutional
living.

4. To stimulate and develop desirable interests which
will enable the individual to live a worthwhile and yet
interesting life. This has reference particularly to
leisure-time interests and activities.

5. To stimulate and make possible sustained interest
and effort toward self-improvement.

6. To develop skills, understandings, and knowledge
which will enable the individual to perform the ordinary
duties of every efficient citizen. (pg. 24-25)

Another view of offenders and their incarceration is
expressed.by Vukcevich (1964) when he described a program that
could impact the attitude of inmates.

To motivate the offender to regard his stay at the
institution as an opportunity to alter his thinking and
to act in ways which will lead to socially acceptable
choices. To convey to the offender the concept that
energy expended in delinquent behavior is potentially
positive and can be re-channeled into socially tolerable
directions. To give the offender some awareness of those
concepts which constitute the internal aspects of his

28

personality structure. To teach the offender those
concepts which will enable him to understand better the
reality of the overall structure in which he lives. To
teach him ways of adjusting to the problems involved in
the interaction between.his personality structure and.the
structure of the society. To prepare him to face the
problems peculiar to an offender upon release, and to
equip him with information which will enable him to cope
with the demands of every-day living. (p. 35)

Wallack (1956) in his assessment of inmates in prisons

stated:
The prison inmate upon parole, if his period of
imprisonment has been of any great length, faces an
unfamiliar world. He must be trained to live
successfully in that world... must be equipped to earn

a living in a hdghly competitive and rapidly changing
world if he is to use fair means in securing food,
shelter, and clothing. The worker released from prison
should have acquired not only usable skills but that
pride in high-grade performance which enables one to "get
a kick" out of doing a job will. He must be trained to
the point where he gains more satisfaction from the
performance of legitimate work than criminal activities.
(pg. 28-29)

The Idaho Board of Corrections seems to indicate a
similar expectation of their inmates, through an adopted
policy statement: "It is the policy of the Board of
Corrections to encourage and expect sincere efforts for self-

improvement on the part of every inmate.‘ (p. 1)

In a study conducted of the prison education system in
Michigan by Clark (1954), a sobering observation was made.

As a rule the men and women who come to prison are badly
equipped, academically and vocationally, to make their
way successfully in free society. (p. 16)

The Clark study continued:

....it has been demonstrated that vindictive punishment
serves no rational ends, either in prevention or reform.
Meanwhile, as a result of religious or humane

motivations, a new element became embodied in the theory

29

regarding the treatment of offenders, namely that of
retribution. But at the same time ninety-nine percent
of our prisoners return to the community that sent them
away. There is the rub! .All...agree that fifty percent,
or more, of the inmates in penal institutions are
repeaters... That being so, it is folly to talk of the
deterrent or reformative effect of prisons on their
inmates. The fact of the matter is that so great is the
failure of the prison system, except for temporary
detention of troublesome or dangerous persons, that we
are bankrupt in our thinking unless we can find some
fresh innovating ideas.

Prisons do not deter; and as for reformation we have
given it lip-service while our prisons have been wrongly
constructed, inadequately staffed with trained personnel,
poorly equipped with facilities for training, and
generally'neglected.until catastrophe overtakes us... few
of the recommendations of the American Prison Congress
of 1879 have found general embodiment in our prisons
today. (p. 8)

The study made another important observation about prison
life, concerning the idleness which persists for many inmates.

Next to overcrowding, idleness is one of the~most serious
problems in the State's correctional system. The
constructive full-time employment of able-bodied
prisoners is a basic requirement for their social and
economic rehabilitation and it is a mandate imposed upon
the prisoner and upon the State under judicial laws and
procedures. Until there is a satisfactory solution to
this problem of idleness all efforts toward the
rehabilitation of prisoners in the State correctional
institutions will continue to be woefully inadequate.
(pg. 36-37)

Education programs are seen as a way of eliminating some
of the idleness that exists in prisons and a method of
assisting inmates in their return to society. An article in
the Detrnit Hens (1965) identifies the feelings that a warden
of an Illinois prison has concerning the program of education
that functions in his institution:

Menard's educational program, Warden Randolph thinks,

contributes greatly to puisoners' rehabilitation.

There's no question that we have less returnees from men

30

who have been in the educational program than from those

who haven't. "Most guys aren't only sincere, they are

deadly serious and they don't want anybody throwing a

monkey wrench into a good thing." (p. 11)

Morro (1964) observed educational prograns wereimore than
simply providing inmates with education.

In order to meet the needs of the inmates and society,

the adult educator in prison relies on the cooperative

efforts of his colleagues in practically every facet of
his endeavors. Although his programs seem to be
primarily concerned with developing a man's mind and
vocational skill he is striving constantly to effect
behavioral changes that will result in helping inmates
to be more responsible and independent as a member of

society. (p. 9)

In a national publication, serving as a guide for
teachers, The National Association for Public School Adult
Education, (1968) lists the following characteristics of
undereducated adults: lack of self-confidence; fear of
school; living in conditions of economic poverty; probably
below average in scholastic aptitude; culturally deprived;
values, norms and goals differing from upper and middle class
norms; weak motivation; usually sensitive to non-verbal forms
of communication; feeling of helplessness; varying levels of
intelligence; "live for today" philosophy; unacceptable
behavior; hostility toward authority; reticence; use of
defense mechanisms; need for status; and tendency to lose
interest. (pg. 4, 14)

These are the qualities of most prisoners and are the

obstructions that must be dealt with by prison educators.

Anderson (1984) described the general inmate population in

31

United States prisons and stated they can be divided into

three major groups:

1. Those inmates who do not want to change and will not
participate in any sort of retraining or counseling
programs.

2. Those inmates who want to change, but must be
motivated or challenged to participate in retraining or
counseling programs.

3. Those inmates who want to change and are motivated
to participate in challenging retraining or counseling
programs. (p. viii)

Anderson observed.it would.be necessary to offer programs
which.would provide the inmates with the opportunity to uplift
the destructive characteristics of those who desire personal
change and are motivated to accept retraining. Cronin (1977)
quoted the Honorable Claiborne Pell speaking about inmates and
education:

"I see that a large population is passing through our
society having never seen the advantage that a good
education can bring. This is particularly obvious since
the group I have in mind, prisoners, is a group that is
a natural target for our efforts... Our work then is to
bring these people back into the system and, as best we
can, to give them an equal opportunity to enjoy life, to
start a career, and to find hope."

We may have twice as far to go in dealing with prisoners
as with normal students, but we must begin. It is
shocking to me that the 280,000 men and women in our
prison system, and the 250,000 in our jails have been so
completely sealed off from the rest of society; denied
not only the ability to work at a fair wage, to study or
to train, but they are, on the whole, denied almost every
opportunity of participating in everyday life.

I don't want to make any grand pronouncements about
prisons. It does not take an expert, though, to see that
our system has become unworkable; that too often it
breeds crime, and that it does nothing to lower our rate

of incarceration. I was alarmed to learn that between
215 and 220 per 100,000 citizens are in jail in America.
(p. 3)

32

While it is important to provide training and education
to inmates to assist in their return.to society, Morris (1965)
believes it is inwortant to understand the inmate and his
background. Findings of Morris relate a decline in the
"family" and "family traditions" as a partial cause for
"individualized" thinking and thus a tendency to commit crime.
Peterson (1981) revealed many of the concerns of inmates
through a series of interviews. Six areas were identified by
inmates as contributing factors in their reasons for
committing crime: 1) DHSS Department of Social Services, 2)
Trouble and prison, 3) Personality, 4) Drinking, 5) Marital
problems, 6) Police.

DHSS - Apart from general references to money, many men
made particular reference to the thorny issue of claiming
welfare benefits: getting social security, dealing with
officials, and approaching SS for a clothing grant.

Trouble and prison - A number of men declared a problem
about keeping out of trouble and avoiding imprisonment:
Keeping away from old haunts, staying away from tricky types,
and resisting being led astray.

Personality - Quite a few men also mentioned problems
with themselves, with their own habits or personalities: hope
to be able to get some confidence in myself, emotional
instability, learning to cultivate reliability, consideration
to others, and changing my social behavior.

Drinking - Alcohol problems were reported by a number of

33

men: booze, staying away from alcohol, living without alcohol,
giving up drinking, a few drinks instead of too many, and
control my drinking habits.

Marital Problems - Family problems in which specific
mention was made of marriage: speaking to my wife, resuming
a relationship with my wife, dealing with my wife's infidelity
before I was sentenced, making up to my wife, and sorting out
my marriage situation.

Police - Dealings with the police and being a subject of
their attention were reported.by most men; police harassment,
police distrust in me, distrust in police, dishonest police,
and police assuming of my guilt because of my past. (pg. 55-
56)

These feelings are pieces of the puzzle which contribute
to the picture viewed by prison officials and prison
educators. Inmates themselves reported a lack of confidence
which creates further problems in dealing with inmates.
Public mistrust and the lack of community acceptance must be
dealt with if inmates are to be successful in their return to
society. Published by the AFL-CIO was the labor unions' point
of view relating to community acceptance of returning
rehabilitated inmates:

The acceptance, or rejection, of another person is a

personal thing. Each individual must decide whether or

not he is willing to speak to, welcome and, if the
opportunity arises, help another person.

Chances are that most people never have direct personal

contact with a paroled or released person, A man or

woman who has spent time in a correctional institution

may never live next door, or work on the some job.

34

While most people may not be in a position to give a job
or to direct help to a released person, it is important
to build more positive attitudes and to promote a wider
understanding of the importance of community acceptance
of released persons.

Unhappily, the public attitude toward the treatment of
offenders has been unduly influenced. by sensational
motion. pictures about prison life, television crime
programs, and the level of crime reporting in major
newspapers. Some day these same powerful molders of
public opinion may present a more objective story on the
need to make prisons into treatment centers.

In the final analysis, acceptance remains an individual
choice. (publication no. 63 pg. 4-5)

35

Cha t Summar

Two areas of study were reviewed in this chapter. The
areas of study in the review of literature and research were
pertinent to the topic under investigation. The review of
literature pertaining to educational programs in prisons
revealed an extensive amount of literature, however, little
literature specifically’ addressed educational programs :hn
jails. The literature provided a review of the history of
educational programs in prisons. 'The literature concluded the
need to provide educational opportunities for incarcerated
persons.

The second section of the literature review was the study
of inmates confined to a prison or jail. Again, little
literature revealed a study of inmates confined to a jail.
The literature provided a review of inmates as reported by
researchers and some self reported information as seen by the
inmates themselves. This section revealed the concerns and
issues related to the prisoners and the obstacles which will
be necessary to overcome for successful re-entry to society

by the inmates.

36

CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURES

The design of this study was descriptive and exploratory,
relying primarily on qualitative procedures for data
collection and analysis. The interview process was used to
accomplish this task.

The population from which the sample was taken were
inmates confined to the Ingham County Correctional Facility.
The researcher conducted the study with a sample of 12
inmates. Respondents were selected from those persons
attending adult education classes at the jail. Instructors
of the adult education classes made recommendations to the
researcher, on the basis of which inmates they believed would
be the most forthcoming. Inmates who were interviewed also
were asked to recommend other inmates who they believed would
be willing to participate in the study.

Structured interview questions were developed to guide
the interviews. The questions were designed to allow the
inmates to respond in open-ended ways. Follow-up questions
were utilized in an effort to collect as much pertinent data

as possible.‘ 3

37

Inmates were advised of the study during normally
scheduled classes by the researcher. Inmates were asked to
volunteer for the study by contacting the adult education
instructors. The inmates were then contacted in person by the
researcher. If the inmate agreed to participate in the study
an interview was scheduled at a date and time convenient to
both. Each interview was scheduled for about one hour. A
total of three interviews were scheduled for each inmate who
participated in the study. The interviews were tape recorded
with permission of the respondents. The researcher took notes
during the interviews. The interviews were conducted in a
professional and confidential manner. The identities of the
inmates were not disclosed.

This chapter includes the following topics: project
design; sample population of the study; data-collection
procedures, the interview' process, and. the data-analysis

procedures utilized in the study.
Project Design

This research project titled, Educational and Life
Experiences as Reported by Inmates Confined to a County Jail,
should be considered a qualitative study. The study was
conducted through observations of and interviews with.inmates.

Putnam (1986) indicated that the qualitative method is

an umbrella term covering many different interpretive

38

techniques, most of which describe, translate, or otherwise
enhance the meaning, not the frequency, of natural occurring
phenomena in the social world.(pg.98) Mintzberg (1979)
expressed his concern about research designs that are
significant only in the statistical sense of the word.
Mintzberg (1979) feels it is important to get out into the
real organizations and interact with the people within the
institutions and organizations. He' believes qualitative
studies are a valuable method of research design.

The focus of this study was to bridge the research of two
major fields of study; The life experiences of inmates and the
educational experiences of inmates. The qualitative method
was selected to provide an in-depth investigation of the
subject. Contained in this report is a protocol of questions
asked of the inmates and their responses. The questions asked
of the inmates and their responses provided the focus of this

study.

Population and Sample

Approximately 500 inmates participate in the adult
education program annually at the Ingham County Correction
Facility. Of these, between 45 and 55 inmates successfully
complete the tests of General Educational Development each

year. The researcher conducted the study with a sample of 12

39

inmates. To allow for an adequate period of time to conduct
this study, it was necessary to select those inmates whose
sentences were a minimum of six months. The inmates were
selected after being observed by the researcher while
attending classes in the adult education program at the jail.
This enhanced the familiarity between the researcher and the
inmates prior to the interviews. Presentations were made to
the inmates concerning the study during the normally scheduled
classes. Inmates interested in participating in the study
were then advised to register with the adult education
instructors after class. The instructors were then
interviewed to assist the researcher in the selection process
of the inmates. The instructors were essential in the
selection process to assist in determining which inmates would
be the most credible for the study. During interviews with
the inmates, they were asked.to make recommendations for other
inmates who were willing to participate in the study. Through
a survey of inmates requesting participation in the study, a
cross section of inmates were selected to include,
male/female, and Caucasian/minorities. The sample included
10 males, 2 females of which there were 6 Caucasians, 3

African/Americans and 3 Hispanics.

40

Data Collection

Data collection began with observations conducted by the
researcher of the inmates as they attended classes in the
adult education program at the jail. These observations
provided the opportunity to view the setting and experiences
of the inmates in the adult education classes at the jail.
Data were collected through observation and individual
interviews. Casual conversations between the researcher and
the inmates during the adult education classes also provided
insight into the educational and life experiences of the
inmates. Strauss (1990) referred to this type of research
as qualitative research. The term "qualitative" refers to
research that produces finding not arrived at by means of
statistical procedures or other means of quantification
(p.17). This process assisted the researcher during the
interview process to reduce inaccurate reporting of
information from inmates regarding the adult education program
at the jail. It was also the intent to use observations of
the inmates, to gain their trust and build a relationship that
allowed for sincere interaction during the interview process.
Prior to the interview process the inmates were observed in
class for approximately three months. The researcher attended

a total of 25 classes with the inmates. The researcher

41

remained in class for approximately one hour, usually
attending twice a week. This allowed sufficient time to
provide familiarity between the researcher and the inmates.
Potential respondents were contacted in person at the
jail , after the inmates had expressed an interest in
participating in the study. During the initial contact, the
researcher explained the purpose of the study. If the inmate
agreed to participate in the study, an interview was scheduled
at a date and time convenient to both parties. Three separate
interviews were conducted with each inmate, of approximately
one hour each. The gathering of the data through "one on one"
interaction allows the flexibility to pursue other questions
of interest as they unfold throughout the interview.
Qualitative research allows this type of flexibility for the
researcher that might not otherwise be discovered through
quantitative methods (Kidder, 1981).

One advantage of qualitative research is that it allows
the researcher to develop new questions during data collection
and preliminary analysis. If new avenues of investigation
were suggested during the early parts of data collection and
analysis, if they appeared to be promising, they were then
pursued.

All of the interviews were conducted in interview rooms,

which will be described later in this report. The length of
the interviews varied from 45 minutes to 1 hour and 15

minutes. The interviewer reported to the inmates housing area

42

 

at the scheduled appointment time. The inmates were then
escorted to the interview room by the interviewer.

At the start of the first interview, an Informed Written
Consent Form was presented to the inmates, which contained a
brief overview of the study and requested the inmates formal
consent to participate in the study. (See Appendix A) A list
of the questions that were used during the interview was also
given to the inmates. (See Appendix B.)

Interruptions during the interviews were not a major
distraction. Of the thirty-six interviews, only three were
interrupted. The interruptions were minimal and did not cause
the interviewer to discontinue the interview.

The interviews typically started with discussion about
the inmate, the conditions at the jail, the research topic,
the inmate's background, and the researcher's professional
position and future plans after completion of the doctorate
degree program. Following this the researcher asked if the
inmate had any questions about the interview schedule. The
researcher then provided a list of questions to the inmate,
and read through the questions with the inmate. The inmate
was then asked if he or she understood the questions. During
each of the interviews the inmates stated they understood the
questions as written.

Permission was requested to audio tape the interview to
ensure that all responses were captured for future analysis.

None of the inmates objected to the tape recorder. The tapes

43

were used to verify interview responses immediately following
the interviews and during data analysis. Finally, inmates
were assured that confidentiality would be maintained by not
identifying persons in the dissertation or further research
reports and not allowing anyone other than the researcher
access to the tapes and written notes of the interview. At
the completion of the study the tapes were destroyed.

After completing the final interview with each inmate,
he or she was asked to assess the appropriateness of the
questions asked during the interviewu The questions were well
received by the inmates, and they indicated they liked the
interviews. The questions required the inmates to reflect on
their prior educational and life experiences and. make a
comparison to the educational experiences at the adult
education program at the jail.

Overall, the inmates were very candid. Most of the
inmates spoke only to the questions directed to them. (x1
occasion, the inmates needed guidance to redirect the
conversation back to the interview questions. Ten of the
inmates stated they enjoyed speaking with the researcher and
thanked the researcher for the experience. The interview
questions followed a logical order and were effective in
gathering pertinent data for the study.

At the conclusion of each of the interviews, a letter was
given to each inmate thanking him or her for participating in

the study. (See Appendix C.)

44

The interviews were conducted during April, May, June,

and July, 1995.

The Interview Process

The interview questions were designed to relate to the
research questions presented in Chapter I. The interview
questions were developed with the assistance of the
researcher's guidance committee.

The interviews were conducted in rooms located in close
proximity to the housing units at the jail. These rooms are
usually reserved for inmates to confer with their attorneys.
These rooms were selected because they were familiar to the
inmates and would contribute to confidentiality and also
provide for the comfort of the inmates. The following
questions were used to guide the interviews:

1. What is your current educational level?

(a) How far did you go in school?
2. What led you to leave school?
(a) Did you drop out?
(b) Were you expelled?
3. How would you describe your school experiences?
(a) Which teachers did you like and why?
1) What kinds of things did they do?
2) Why did you like them?

4. Do you believe you were successful in school?

45

(a) Did you make good grades?
(b) Did you have problems with teachers?
1) What kinds of problems?
(c) Did you have problems with counselors,
assistant principals, or principals?
1) What kinds of problems?
(d) Did you have problems with other students?
1) What kinds of problems?
(e) If you had problems when did they occur?
What led to your leaving and not completing high
school?
After you left high school, did you ever consider
going back to high school, or attending alternative
education programs, or adult education programs?
(a) Why?
(b) Why not?
(c) At what times?
Were there people that affected your decisions...?
(a) to drop out
(b) to return
(c) not to return
(d) Who were they?
Were there things that teachers, counselors and
principals could have done to help you stay in
school?

(a) Spend more time with you?

46

10.

ll.

12.

(b)
(C)
(d)
(e)

Listen to you?
Talk to you more?
Been more fair with you?

Other things?

What led you to enroll in the educational program

at the jail.

(a)
(b)

(C)
(d)
(e)
(f)
How

you

Part of a sentence given to you by a judge?
To obtain early release from jail by
completing your G.E.D.?

Make better use of your time?

Better than sitting in your jail cell?

To obtain a G.E.D.?

Do you believe the program will help you?

were you spending your time between the time

left high school and when you entered this

educational program?

(a)

Have you attended any other educational

programs?

(b)
Tell
(a)
(b)

Have you attended any job training programs?
me about the educational program here?
What do you think of the teachers?

What do you think of the courses?

Tell me about the differences between high school

and the jail educational program.

(a)
(b)

the setting

the teachers

47

1) the style of the teachers
(c) type of instruction
(d) What did you like in either or both?
13. Could you tell me about some of your successes in
the educational program at the jail?
(a) Have there been any less successful
experiences in the jail program?
14. What are your educational plans when. you. are
released from jail?
(a) Will you complete your G.E.D. if you do not
finish in the jail?
(b) Will you complete high school?
(c) Will you go to college?
15. Do you think there are things you could or should
have done differently in high school?
(a) If so, what are they?
(b) Do you think you could have completed high
school?
16. What particular things are done in the jail program
which are particularly helpful ...... ?
(a) to you
(b) to other inmates
The interview schedule was developed to be used in a
flexible way. Follow-up questions were utilized to collect
as*much pertinent data as possible. The open-ended questions

Ixtilized also assisted with the collection of as much

48

pertinent data as possibleu Merriman and Simpson (1984) state
that open-ended questions require that the researcher remain
free of preconceived notions of when an appropriate answer
might be given. Questions must be carefully formulated in
such a manner as to avoid leading the respondent in any
particular direction” ‘Therefore, the open-ended.question "has
the advantage of eliciting a wider latitude of possible
responses from participants, and consequently information may
result that is unanticipated by the researcher" (p. 128-129)
Isaac and Michael (1982) state that the interview process
can.help establish rapport and effective communication between
the respondent and the interviewer. Kerlinger (1973)
suggested that questions which are open-ended "supply a frame
of reference for respondents' answer, but put a minimum of
restraint on the answers and their expression" (p. 483)

The interview questions initiated discussion about the

research questions. Follow up questions were utilized to
collect as much pertinent data as possible. The interviews
were tape recorded with permission of the interviewee. The

researcher also took notes during the interview. The inmates

were told they might end the interview any time they desired.

49

Data Analysis

The data were collected by the researcher through the
taping of the interviews and by taking notes. As a result of
questions asked and answers received in the first interview
with inmates, the researcher found it necessary at times to
ask follow-up questions in subsequent interviews to clarify
responses.

Upon completion of the data collection, the researcher
began to analyze the data. The researcher began to review the
questions asked of the inmates and record the responses. The
responses were used to collectively answer the research
questions. As a result of the responses, major themes
developed. The researcher was able to identify through the
responses received from the inmates the significant factors
and experiences which were significant in the lives of the
inmates. The researcher was also able to identify those
factors and experiences which the inmates reported as having
a significant influence on their school experiences.

The researcher noted that these factors and experiences
occurred both inside and outside the home. These responses
are reported in Chapter IV} Tables were also developed by the
researcher to assist in the reporting of the responses. These
tables will list responses and will show comparisons between
the various responses.

As a result of the responses received from the inmates

50

the researcher was able to report the perceptions of the
educational experiences in the jail. Responses received from
the inmates also allowed the researcher to report the aspects
of the educational experiences in the jail which the inmates
report as applicable to other jail education programs. These
responses are reported in Chapter IV.

As a result of the responses received from the inmates,
the researcher chose to report on several topics which were
not included in the research questions. These topics will be
reported in Chapter IV, under the title "Subsidiary Analysis".
These data report the responses from questions: 1) What did
you do during the time between high school and the time you
entered the jail education progranfl’ 2) Why did you enter the
jail education program? 3) Will you continue your education
when you are released from jail?

The researcher believes the inmates were open and honest
during the interviews. The inmates spoke directly to the
questions asked and did not refuse to answer any of the
questions. The openness of the inmates allowed the researcher
to record data and contrast and compare the responses among
the inmates. The researcher believed the interview process
was successful gathering pertinent data which allowed for the

analysis of the data.

51

Summary of Methodology and Procedures

The descriptive and exploratory design of the study was
discussed in this chapter. The sample population of inmates
was presented as well as the project design. The data-
collection procedures, the interview process, and data
analysis procedures were presented. The reasons for the use
of the qualitative methodology and procedures were briefly
discussed.

In Chapter IV, the data obtained through the interview
process will be presented. Since the data were qualitative,
the data analysis is appropriate to qualitative data.

Qualitative data appear in words rather than in numbers.

They may have been collected in a variety of ways

(observations, interviews,...tape recordings) and are

usually "processed"...before they are ready for use (via

dictation, typing up, editing or transcription), but they

remain words, usually organized into an extended text.
(Miles & Huberman, 1984, p. 21)

52

CHAPTER IV

Results

Little research has focused on the life and educational
experiences of inmates confined to county jails and the
lessons learned as a result of those experiences. Few data
have been collected which collate experiences and lessons
learned by inmates who attended high school, left high school
and attended an adult education program at a county jail. The
purpose of this study was to investigate the effect of life
experiences and educational experiences and compare and
contrast those experiences with the experience of attending
an. adult educational prograni at the county jail. Self-
reported procedures were utilized to identify experiences and
lessons learned that the inmates felt contributed to their
success or failure as a high school and adult education

student.

The following research questions were studied:

1. What school related experiences do inmates report as
significant in their lives?

2. What out of school factors or experiences do inmates

53

report as significant influences on their school
experiences?

3. What are the inmates' perceptions of the educational
experiences in the jail?

4. What aspects of the educational experiences in the
jail do inmates report as applicable to other jail
education programs?

An analysis of the collected data is presented in this

chapter, organized around the research questions. Relevant

data and results are discussed.

Research Question 1

What school related experiences do inmates report
as significant in their lives?

The 12 inmates identified 37 school related experiences
that they believed had a significant affect on their lives.
Every inmate reported at least one school related experience
Ihe or she believed had a significant affect in his or her
life. Three inmates reported two experiences. Five inmates
reported three school related experiences, with one inmate
reporting four, one reporting five, and one reporting six
school related experiences. Later in this chapter, tables
are used to compare the various number of responses of the
inflates. To protect the identities of the inmates a letter

of the alphabet is used to designate each inmate throughout

54

the study.

The inmates were told early in the interviews that school
related experiences were those events that occurred while the
inmate was attending school (K-12).

Experiences reported by the inmates included events
involving teachers, principals, other students, the school
environment, and the school conditions.

Positive experiences with teachers were reported. Also,
some inmates identified that they were motivated by teachers.
However, more inmates reported that they believed teachers
were often uncaring and uninterested in the development of the
inmate as a student. The experiences reported by inmates

relating to teachers included the following:

Most of my teachers looked at their job as a
paycheck and did not care about the students.

I had some teachers that cared but many of my
teachers didn't care very much.

Most of my teachers didn't even know my name.
My teachers just did their job- nothing more.

I didn't like school very much so I guess I didn't
think too much of my teachers either.

I had a teacher that called me "stupid" and told me
I would never learn.

I had teachers that would never spend extra time
helping me if I didn't understand.

I tried to tell my teachers my classes were too
hard, but they didn't listen.

55

Teachers would let the students run the class and
there was no control in the classroom.

Several of the inmates described their feelings toward
their teachers. One inmate indicated he never felt as though
his comments made in classes were ever seriously listened to
by his teachers. This same inmate indicated it was his
teachers and their lack of concern for him as a person and as
a student that was one of the factors that caused him not to
care about schood. Other inmates told the researcher teachers
should take a keen interest in their students and when this
does not happen, students will become less interested in
school. One inmate reported feeling isolated and not as
smart as most students due to the attitude expressed by his
teachers.

Several inmates reported on the experiences they had.with
their high school principals:

We only saw the principal when someone got in
trouble.

The principal would hit kids who were in trouble.
We knew it was wrong, but we were afraid to tell
anyone.

I never knew who the principal was.

I didn't like our principal. All he ever did was
go around our school yelling at the kids.

I guess our principal was o.k. I didn't know him
very well.

My principal told my friend he should leave school,
before he got kicked out.

56

The responses received from the inmates about their
principals gave the impression that the inmates clearly saw
the principal as an authority figure. One inmate clearly
indicated his principal was not well liked by most students
and students simply wanted to avoid the principal. Another
inmate indicated this was just another person who probably
left her with a negative attitude toward school.

Inmates also reported experiences with other students as
being significant. Their responses are as follows:

I did not have any friends in school. Other
students made fun of me.

In our school unless you belonged to a gang, you
had no friends.

I was one of only a few Hispanics in our school and
other students made fun of me and called me names.

Many of the students in our school were always
trying to prove how tough they were.

I kept to myself much of the time and I guess I
didn't have many friends.

I had some friends I liked to hang with but they
didn't have many friends.

I had one friend who was a very good student but
he moved away and I got in with some bad kids.

I had some really cool friends in school and they
were more important than my classes.

My friends and I skipped school all the time, just
to hang out together.

Those inmates who reported that experiences with other

57

students were significant believed the people who they were
friends with influenced their attitudes toward school. One
inmate indicated his friends were clearly more important to
him than school was. Another inmate reported peer pressure
affected most decisions kids made, including decisions about
school.

Several inmates reported on the conditions of their schools
that they believed were significant. The conditions reported
as significant are as follows:

The building always seemed too hot or too cold.

Gangs roamed the hallways in the schools and nobody
controlled the gangs.

There was too much violence in our school and I was
always afraid.

Our school was old and run down. I told this to our
principal one day, and he said there was nothing he
could do about it.

The food they served was bad.

Our school was o.k. I don't think the building was
the problem.

Our school was very old and needed repairs.

Our school must have been bad they tore it down two
years after I dropped out.

Our school was too small for the number of students
we had. All of the classes were crowed.

Drugs and alcohol were being used in the school and
all around the building. Kids would sit in class
"stoned" or drunk.

Guns and knives were carried by many students and
everyone was afraid. A friend of mine was shot
during gym class.

The inmates who responded on the condition of their

58

 

school were generally dissatisfied with the school. One
inmate told the researcher the lack of care for the school was
a message being sent to the students. Several inmates
indicated while they knew their school was in poor condition,
they did not believe their community could afford to improve
the school and the state should have done more to improve the

condition of the school.

A list of all responses related to the first
research question are provided in Appendix D. The responses
are categorized based on the type of experience. The number
of school related experiences reported by inmates as
significant in their lives ranged from one to six. Inmates
reported experiences relative txn’ a.) teachers, b.)
principals, c.) other students, and d.) conditions of their
schools.

Based on the data presented in response to Research
Question 1, it is believed that the school related experiences
reported by the inmates were felt to be significant in their
educational development. Inmates' responses were
predominately negative toward school, to include their
teachers, principal, and the school building itself. Other
students also impacted the attitudes of the inmates toward
school, in that fear of gangs and violent students was a
negative force. Other students who were friends of the

inmates were able to further influence the attitudes toward

59

school. These factors as reported by the inmates are
believed to have had a significant impact on the educational

development of these students.

Researgh Qnestion 2

What out of school factors or experiences do inmates
report as significant influences on their school
experiences?

The inmates identified 75 out of school factors or
experiences as significant influences on their school
experiences. The factors or experiences as reported by the
inmates occurred in connection with the home as well as
outside of the home. Factors or experiences occurring in the
home were identified 33 times. Factors or experiences
occurring outside the home were identified 42 times. The
factors or experiences reported by the inmates that occurred
inside the home included, the living conditions, family
members, and economic status.

Each of the inmates reported multiple factors or
experiences that occurred inside the home. The range of
factors or experiences as reported by the inmates included six
inmates reporting two factors, four inmates with three
factors, and one inmate reporting four and one inmate
reporting five factors or experiences.

Factors or experiences inside the home included single

or rm: parent families, low’ economic status, and. abusive

60

parents. Several inmates reported. favorable» experiences
relating to family members as having a positive influence on
their school experiences. By and large most of the factors
or experiences reported by the inmates had a negative
influence on their school related experience. Following is
a complete list of factors or experiences reported by the
inmates occurring inside the home and identified as

significant influences on the inmates school experiences:

My father did not live at home. (six responses)
I did not live with my parents. I lived with my aunt.

My father was an alcoholic and was abusive toward nw
mother and the children.

My father was arrested for selling drugs, and drugs were
frequently used in our house, by my father, mother and
their friends.

There were eight children and our parents living in our
house and it was very difficult to study.

My mother was very helpful to me and encouraged me to go
to school and do well.

I lived with my grandmother and she was always willing
to help the children with their schoolwork.

There was never anyone at home to help me or encourage
me to go to school.

My mother worked three jobs and was rarely home.
My mother was only interested in her boyfriends.
I was an only child and had no friends to play with.

I was embarrassed to go to school because of the clothes
I had.

I needed glasses, but my mother told me we could not
afford to buy them.

61

I needed to work to bring money home for the family. My
father was gone and my mother raised the other children.

My father always told me it was important to get a good
education.

I had an older brother that went to college and my
parents told me I should be like my brother.

We lived in a bad neighborhood and I was afraid to leave
our apartment.

My father never went to work so I figured I didn't have
to go to school. I pretended I was sick just like my
dad.

My father always told me I was stupid so one day I
decided there was no need to go to school.

I needed to stay home and take care of my brothers and
sisters.

My older brother helped me with my homework and always
told me to stay in school.

My mother didn't make me go to school so I quit.

These responses are those factors and experiences inside
the home that the inmates felt had a significant influence on
their school experiences. Six of the inmates indicated a lack
of their father in the home had significantly influenced their
school experience. Several of the inmates noted dealing with
drugs, alcohol, and violence» Large families and insufficient
income was also noted by several inmates. A list of all
responses are provided in Appendix E.

Three inmates stated the lack of a father figure played
a significant role on their attitude toward school. They
reported that those friends who had a father who was

interested in the education of the children influenced the

62

children in a positive manner. The fathers took interest in
what their children were accomplishing in school and provided
an incentive for the student to remain in school. One inmate
expanded this by indicating he wanted his father to be proud
of him, but his father was never around. This inmate
eventually dropped out of school when he believed nobody
cared.

Several inmates made clear indications of drugs and
alcohol in the home as having a negative influence. These
inmates noted the focus was toward drug dealing and abuse of
alcohol and little attention was given to the children and
their education.

As one inmate spoke of the large family in his home he
indicated the focus was to simply pay the bills and making it
from one day to the next. The large family made it difficult
to receive input from his mother toward school and classes.
Simply put, "my mom was spread too thin".

Another inmate spoke of the violence in his home and the
lack of true concern for family. This inmate was reluctant
to ask his father for assistance with his classes because of
his father's violent temper.

In many of the above experiences the lack of attention
from the inmate's father or mother was reported to have had
a significant impact on the inmates school experiences. Many
of the inmates seemed to lack the proper guidance from their

parents, which might have assisted the inmates in developing

63

a more positive view toward school.

As stated previously, inmates reported 42 factors or
experiences outside the home as significant influences on the
inmates school experiences. Every inmate reported at least
two experiences, with one inmate describing a high of six
experiences. Appendix E includes the responses from inmates
regarding experiences both inside and outside the home which
had. a significant influence on their school experience.
Violence in the neighborhood was reported by several of the
inmates as having a significant influence. A number of
inmates also reported on the influence from friends and gangs
as being significant. Ftdlowing is a list of factors or
experiences outside the home reported as significant

influences on the inmate's school related experience:

I became pregnant in the eleventh grade and dropped out
of school.

Many of my friends were dropping out of school and I
wanted to be with my friends. (six responses)

I was kicked out of school for fighting.

I was kicked out of school after I was arrested for
selling marijuana in the school parking lot.

I did not like school or anything about it.

I often spoke with.a priest in our church who always told
me to stay in school.

Girls were important to me and I didn't have time to mess
with school.

I was too busy selling drugs and stealing to be bothered
with school.

64

I wanted to be a member of this gang and you had to drop
out of school to join.

My boyfriend wanted me to quit school. At the time I
thought he was more important than school.

I was always getting "high" so I decided school was not
for me.

I was so far behind in my classes I would not have
graduated my senior year, so I quit.

My boss at the grocery store told me I should stay in
school and was always telling me to do the right thing.

I had.more fun hanging out with friends and getting drunk
all the time.

There was so much violence near our school I was afraid
to walk on the streets.

Me and some friends got caught breaking into a house and
I went to jail. I never went back to school when I got
out of jail.

I had a friend that was so smart and he told me to stay
in school. The next year his family moved away and.I got
in with some bad kids.

I thought it was "bad" to leave school.

I was sent to prison at 17 years old. (declined to say
why) I got out of prison after two years but never went
back to high school.

A retired teacher down the street would always talk to
the kids in the neighborhood and tell us how important
it was to finish high school.

I had more fun hanging out at the malls and playing video
games.

My girlfriend kept putting pressure on me to be with her
during the day.

I didn't like walking to school during the winter, it was
too cold.

Some friends told me I should stay in school.

My godfather told.me school would be the only way I would
go to college.

65

I ran away from home several times, the last time a cop
picked me up and told me I should stay in school. I
stayed at home and in school for two more years.

I had one very cool girlfriend who was smart and kept me
going to school while we were dating.

None of the people I knew in the neighborhood finished
high school.

I liked cruising around in my car.

I knew I wouldn't go to college so I figured high school
wouldn't be important either.

One of my friends was killed on his way to school arguing
about a girl. I quit soon after that.

In tenth grade I broke my leg and stayed home for two
weeks. After I went back I decided school was not worth
the effort of getting around with a broken leg.

Several inmates elaborated on their responses concerning
the factors or experiences outside the home reported as
significant influences on their school experiences. The focus
was not school. Girls, boys, friends in general, drugs, and
violence impeded the desire for many of the inmates to do well
in school. Similar to the experiences inside the home, the
experiences outside the home were mainly of a negative nature
and did not provide support for the inmates high school
education” .As the inmates continued to described their worlds
the prevailing forces were negative toward school and
education.

One inmate described the need he experienced to impress
his friends by dropping out of school. This inmate indicated

he was not performing poorly in school, however peer pressure

66

was so strong he eventually decided to drop out of school.

Positive and Negative Aspects of Experiences

Inmates if ntified sixteen factors or experiences which
were positive significant influences on their school
experiences. Of those factors or experiences six were inside
the home and ten were outside the home. Inmates reported
twenty seven factors or experiences inside the home as
negative significant influences on their school experiences.
Inmates also reported thirty two factors or experiences
outside the home as negative significant influences on their
school experiences. Table 4.1 is the number of experiences,
as reported by the inmates, inside the home and the comparison

of the positive/negative significance of the experience.

67

Table 4.1.--Distribution of Positive/Negative Experiences
Inside the Home as Reported by Inmates.

 

Significant Experiences

 

 

Inmate Positive Negative Total
A 0 2 2
B 0 2 2
C 1 1 2
D 1 3 4
E 0 2 2
F I 4 5
G 1 2 3
H 0 3 3
I 0 2 2
J 2 1 3
K 0 2 2
L 0 3 3
Totals 6 27 33

 

68

Table 4.2 is the number of experiences, as reported by
the inmates, outside the home and the comparison of the

positive/negative significance of the experience.

Table 4.2.--Distribution of the Positive/Negative Experiences
Outside the Home as Reported by Inmates.

 

Significant Experiences

 

 

Inmate Positive Negative Total
A 1 4 5
B 0 3 3
C 1 3 4
D 0 3 3
E 1 5 6
F 1 1 2
G 2 3 5
H O 3 3
I l 1 2
J 0 3 3
K 2 2 4
L 1 1 2

Totals 10 32 42

 

69

Five of the respondents reported that there were factors
or experiences inside the home which had a significant
positive influence on their school experience. (see Table 4.1)
All respondents reported there were factors or experiences
inside the home that had a significant negative influence on
their school experience. (see Table 4.2)

The five respondents that reported positive experiences
inside the home, spoke about family members who encouraged
them to stay in school. The respondents who reported on
negative experiences inside the home, spoke about family
members who were either not home at all, or when they were
home presented a negative attitude toward school or society
in general.

Eight of the respondents reported factors or experiences
outside the home that had a significant positive influence on
their school experiences. (see Table 4.2) All of the
respondents spoke about factors or experiences outside the
home that had.a significant negative influence on their school
experience.

Of the respondents who reported on experiences inside
the home which had a significant positive influence on their
school experiences, only one respondent reported more than one
positive influence. (see Table 4.1)

Of the respondents who reported on experiences outside
the home which had a significant positive influence on their

school experiences, two respondents reported 2 experiences

70

having a positive influence. (see Table 4.2)

Tables 4.1 and 4.2 illustrate the large disparity between
the positive and negative experiences both inside and outside
the home. These tables assist with the explanation as to why
these inmates dropped out of school. Inside the home negative
experiences outnumbered positive experiences by a ratio of
four to one. Outside the home negative experiences
outnumbered positive experiences three to one.

When comparing positive experiences reported by inmates
both inside and outside the home, of the respondents who
reported positive experiences, 3 respondents reported positive
experiences both inside the home and outside the home. Table
4.3 shows the comparison of respondents reporting positive

experiences.

71

Table 4.3.--Comparison of Respondents Reporting Positive
Experiences.

 

Positive Experiences

 

 

Inmate Inside the Home Outside the Home
A 0 l
B 0 0
C 1 1
D 1 0
E 0 1
F 1 1
G l 2
H O 0
I 0 1
J 2 0
K 0 2
L 0 1

Totals 6 10

 

72

Table 4.3 shows only two respondents did not report a
positive experience occurring either inside or outside the
home.

Negative experiences reported by the respondents both
inside and outside the home were compared and illustrated in
Table 4.4. All respondents reported negative experiences both
inside and outside the home. Of the respondents reporting
negative experiences inside the home, all but two of the
respondents reported more than one negative experience. Of
the respondents reporting negative experiences outside the
home, all but three of the respondents reported more than one
negative experience.

Table 4.4 shows a comparison of negative experiences
inside and outside the home as reported by the respondents.
A total of twenty seven negative factors or experiences inside
the home were reported to have significantly influenced the
inmates school experiences. Respondents also reported thirty
two negative experiences or factors outside the home, as

significantly influencing their school experiences.

73

Table 4.4.--Comparison of Respondents Reporting Negative
Experiences.

 

Inmate Inside the Home Outside the Home
A 2 4
B 2 3
C 1 3
D 3 3
E 2 5
F 4 l
G 2 3
H 3 3
I 2 1
J 1 3
K 2 2
L 3 1

Totals 27 32

74

Inmates reported more negative factors or experiences
outside the home (32) as significant influences on their
school experiences, than. negative factors. or experiences
inside the home (27). Inmates also reported more positive
factors or experiences outside the home (10) as significant
influences on their school experiences, compared to positive
factors or experiences inside the home (6). Of the total
number of factors or experiences reported outside the home,
76% were negative influences on the inmates school
experiences. Of the total number of factors or experiences
reported inside the home, 82% were negative influences on the
inmates school experiences.

Table 4.5. reflects the total number of factors or
experiences reported by inmates as significant influences on

their school experiences.

Table 4.5.--Factors or Experiences of Inmates Having a
Significant Influence on the School Experience.

 

 

Type of Experience Negative Positive

Inside the Home 27 6

Outside the Home 32 10
Totals 59 16

 

75

Based on the responses which relate to Research Question
2, it appears factors or experiences reported by the inmates
were perceived to have significantly influenced their school
experiences. The difference between the number of positive
and negative experiences appear to be a key factor in the
inmates decisions and largely provided a negative influence

on their school experiences.

Re earc uestio 3

What are the inmates perceptions of the educational
experiences in the jail?

Inmates described their experiences with the adult
education program offered at the Ingham County Correctional
Facility. As the inmates described their experiences, common
themes were identified from their responses and are presented
in response to Research Question 3. Each theme includes
examples of quotations stated by the inmates. Appendix F
provides a complete list of the quotations in response to
Research Question 3.

Three topic areas or themes 'were identified in 'the

responses comments of the inmates. Those themes were:
Teachers, Class Setting, and Classes Taught. The inmates,
produced a total of 91 responses. Of the responses by the

76

inmates, 43 were directed toward the perceptions the inmates
had of the teachers. Twenty-eight of the responses received
from.the inmates discussed the setting; ‘Finally, 20 responses
received from the inmates concerned their views of the classes
taught. Each of the themes will be discussed. Each of the
inmates provided a minimum of one response to the three

themes.

The inmates appeared to be very open in their discussions
of the teachers, the classroom.setting, and the classes taught

at the jail.

Ennnples of the inmates perceptigns of the "teacners" at
the 'a' include:

The teachers in the adult education program are very
good.

The teachers at the jail care about me as a person and
not just a number.

The teachers at the jail take time to explain the lesson
they are speaking about.

The teacher I have teaches at a pace I can keep up with.
My teacher took the time to listen to my concerns.
The teachers know what they are talking about.

The teachers make sure they are in control of the class
and do not let the students run the class.

The teachers do not put up with any "8.8." from the
students.

The teachers are used to working with criminals - you
can't con them.

77

Unlike many of my teachers in high school, the teachers
in the jail don't yell at you.

The teacher was always willing to work with me.
My teacher honestly wants me to succeed.

The teacher spends too much time with some students who
just want attention and are not here to learn.

My teacher is interesting to listen to and wants us to
learn the stuff he is teaching.

I like the way the teacher runs his class. He teaches
part of the time and we work by ourselves part of the
time. This way if we have questions we can get answers
from the teacher.

The teacher doesn't push pass things he teaches just to
get it over with. He waits until we understand
everything he is teaching.

 

We only take tests when we are ready to take them.

The teacher is always willing to listen to other problems
I am having.

The teacher has a positive attitude.

You can tell that our teacher really wants to be there.
That wasn't always that way in high school.

The teacher expects too much from me. I don't think I
am as smart as my teacher thinks.

The teacher treats us like adults in the class.

The teacher gives us practice tests so we can have a good
idea what to expect when we take the real test.

You can tell people who like there job. Our teacher
likes his job and.it made me feel good about being in his
classroom.

Perceptions of the teachers in the adult education
program at the jail were largely positive. Very few comments

made by the inmates were negative. The inmates seemed pleased

78

with their teachers and the methods by which they taught.

e 'nm t e t' s t e s t "

!l . .1 . 1 l :

There are no windows in our classroom, I feel like I am
in a cave.

Classrooms are too small. They need more room.

We need more computers. I only get to use the computer
once a week.

The computers are very slow and not very new.

The equipment in the classroom is old and broken. My
guess is they won't fix it because who we are.

They don't need a deputy standing outside the classroom
to baby sit us.

I like knowing there is a deputy near us, that way nobody
does anything stupid.

There are no distractions in class at the jail- like
girls, drugs, alcohol, and friends. That's good.

The size of the classes are small. I think this is good
because you have a better chance of getting help from the
teacher with less students.

The building is usually too hot or too cold. They need
to make it comfortable if they expect us to study.

There are no guys in my classes. I think this is good
because this was a problem for me in high school. I was
always talking with the guys.

Classes should only be given in the evening or at night.
Everything about the classroom sucks- I only stay because
my judge told me I had to go.

Classes are too early in the morning.

I like sitting at the table instead of the desks we had

in high school. It makes me feel more like an adult.

79

I think they should mix the women and guys together.
It would make it more like it is on the outside.

Nobody knows me at the jail, so I don't have to try and
impress nobody.

In response to the setting at the jail, comments varied.
Inmates reported they felt improvements in instructional
technology would be helpful. Several inmates also complained
about the building environment, and the need to have a deputy
present. However, several inmates did make positive comments
about the classroom setting, indicating the lack of
distractions and the security of the environment. Comments
were also mixed on the idea of teaching with men and women in

the same class.

1 o 'n e c t' " " t
tn: jail inglnde:
They need to have more classes taught at the jail.
The classes are not too hard.

I have an opportunity to talk about what is taught in
the classes and I think I learn more this way.

I like it when we discuss the subjects as a group.

The tests we take are taken from the information we learn
in class. It wasn't always this way in high school.

The books we use are helpful.

It is hard to learn very much some days because of the
different students in the class.

The classes need to be more challenging.
I enjoy the classes and I want to learn.

80

I like the computer class. I wish I could spend more
time working on the computer.

You are able to learn at your pace.

I guess it beats sitting in my room.

Responses from the inmates regarding classes were
generally positive. Inmates did have some criticisms of the
classes, including not enough time in the computer class, the
classes need to be more challenging, and the variety of

students made it difficult to learn during some classes.

Summary of Educational Setting at the Jail

In response to Research Questions 3, a variety of
perceptions of the educational experiences in the jail were
reported. A total of 91 responses were reported by the
inmates. Three main themes emerged- teachers, setting, and
classes. Generally, the perceptions of the teachers and the
classes were positive, with several suggestions requesting
improvements in the setting.

The researcher noted a difference in the tone of the
iJunates as they discussed the educational setting at the jail.
When the inmates spoke about their experiences during high
school, not only were the reported experiences negative, but
the researcher could detect a negative tone in the voice of

the inmates. However, when the inmates spoke about their

81

educational experience at the jail, the inmates were'generally
positive even when they were indicating an experience at the
jail which they believed needed improvement» 'Whenumost of the
inmates spoke of the teachers at the jail, the researcher
detected a sincere attitude on the part of the inmates that
they enjoyed the teachers and the manner in which they were
taught.

While the equipment and the setting at the jail were
noted by the inmates as needing improvement, the responses by
the inmates appeared to have a positive tone when articulating

their concerns.

Research Question 4

What aspects of the educational experiences in the jail
do inmates report as applicable to other jail education
programs?

This question was addressed, in part, in the analysis of
the results of Research Questions 1, 2, and 3. Research
Question 1 led to a discussion of school related experiences
which were significant in the lives of the inmates. Research
Question 2 provided factors or experiences inmates stated as
significant influences on their school experiences. Research
Question 3 focused on the educational experiences in the jail.
While responses varied and many of the responses focused on
the negative aspects of the inmates' educational experiences,

Inany of the responses received from the inmates reported on

82

i

the positive factors or experiences related.to the educational
background of the inmates. To address Research.Question 4 the
types of experiences in the jail which are applicable to other
jail education programs were categorized into one of three
areas. Those areas are as follows: teachers, classroom

setting, and classes.

Teachers

In responding to Research Question 1 inmates reported
teachers from high school with negative attitudes. One inmate
reported experiencing a teachers who would call him "stupid"
and told him he would never learn. Other inmates reported
teachers did not appear to be interested in spending extra
time to assist students. One inmate reported the belief that
most of his teachers looked at their job as a paycheck and did
not seem to care about the students. Another inmate reported
how some teachers did not seem to have control over the
students while in the classroom.

In responding to Research Question 3, inmates
reported on their perceptions of the educational experiences
in the jail. The perceptions of the educational experiences
in the jail relating to teachers were very positive, as
reported by the inmates. Inmates reported about teachers who
cared about the students, and had a positive attitude toward

the students. Inmates also reported the teachers at the jail

83

treated them like adults and did not yell at the students.
When the researcher analyzed data relating to Research
Question 4, as it relates to teachers, it became obvious the
data was a review of those common perceptions of teachers who
presented a positive attitude toward the inmates. Inmates
responded positively to teachers who cared, presented the
information at a pace acceptable to the student, had a
positive attitude, expected and wanted the inmates to learn,
and treated the inmates like adults. Inmates discussed with
the researcher how the positive attitude displayed by teachers
at the jail might have made a difference to the inmates if
this same attitude would have been displayed by their high
school teachers. As it relates to educational programs at
other jails, teachers need to analyze the factors that brought
the students (inmates) to them. Recognizing past failures
from high school and displaying a positive educational
attitude, could have an impact on the jail educational

experience.

glnssnnom Setting

In responding to Research Question 1 inmates reported on
the classroom setting from high school. The inmates comments
relating to the classroom setting from high school were
generally negative. Inmates reported the building always

seemed to hot or cold and in some cases inmates reported the

84

building was old and needed repairs. Other inmates reported
on the violence in high school and the presence of knives and
guns.

In responding to Research Question 2 inmates reported on
the classroom setting from high school. Several inmates
reported distractions which they experienced in high school.
One inmate reported that girls were important to him and
school was not as important. Another inmate reported joining
a gang and the pressure from the gang to drop out of school.
Several other inmates reported they had.more fun "hanging out"
with friends and getting drunk.

In responding to Research Question 3 inmates reported on
the classroom setting in the jail. Inmates reported the lack
of windows in the classroom1as a negative experience. Inmates
also reported they believed classrooms should be enlarged.
One inmate also reported the computers were very slow and old.
Several inmates did report the lack of distractions as
positive- no gangs, girls, or violence was seen as helpful.

When the researcher analyzed the data for Research
Question 4, the data revealed inmates responded positively to
environments which controlled the distractions of their
previous school experiences. Violence, drugs, and
relationships with persons of the opposite sex were reported
as distractions from previous experiences. The elimination
of these distractions provided a setting where inmates were

able to concentrate on learning.

85

Inmates did discuss concerns with building temperature,
larger classrooms and updated equipment. Inmates reported the
need to keep equipment current to maximize results. The
elimination of distractions and the use of current technology

would be applicable to other jail education programs.

£125.12:

In responding to Research Question 1 inmates discussed
their classes from high school. Comments reported by inmates
were generally negative about their classes. Inmates reported
on teachers who didn't care if the students learned and would
not listen to the concern of the classes being too hard for
the student.

In responding to Research Question 2 inmates reported on
classes from high school. Again the responses from inmates
were generally negative. Some inmates reported they simply
did not like school or anything about it. One inmate reported
he was so far behind in his classes he would not have
graduated his senior year so he dropped out of school.

In responding to Research Question 3 inmates discussed
their classes in jail. Several inmates reported they liked
having the ability to discuss subjects as they felt they
learned more doing this. Other inmates reported the classes
were not too hard for them. One inmate did indicate he

believed more classes should be offered at the jail.

86

 

Classes offered in which inmates had the ability to offer
input and ask questions were important to inmates. As
students, if the inmates did not receive assistance or were
categorized as non learners, they felt they were labeled.
Given the opportunity to learn and respond in classes that
were at their level, inmates responded favorablyu It was also
reported that a greater variety of classes should be offered
at the jail, and there was some difficulty in learning in the
class due to the various levels of students being taught.
These factors should be considered and would also be
applicable to other jail education programs.

The respondents provided valuable information in response
to past and current educational experiences which would be

applicable to other jail education programs.

Subsidiary Analysis

In this section, three additional categories of data are
presented. The researcher chose to include additional
categories of data that were not included in the four research
questions. The data emerged as a result of the interview
questions. The researcher felt the supplemental data were
pertinent to the research. The interview question, "How were
you spending your time between the time you left high school

and when you entered this educational program? a) Attended

87

any educational programs? b) Attended any job training
programs?" will be presented. The second category will come
from the interview question, "What led you to enroll in the
educational program at the jail? a) Part of a sentence given
to you by a judge? b) To obtain early release from jail if
you complete your G.E.D.? c) Make better use of your time?
d) Better than sitting in your jail celr? e) To obtain a
G.E.D.? f) Do you believe the program will help you?" The
third category resulted fronithe interview question, "What are
your educational plans when you are released? a) Will you
complete your G.E.D. if you did not finish in the jail? b)

Will you complete high school? c) Will you go to college?

,. e - on -e .‘ . 0 'me :etw--; ;e 'u- o, .- t ,f.,
01 n W e o t e th' u ' ?

There were 14 responses to this interview question.
Common responses indicated the inmates had not thought about
going back to school or being too busy to go back. Several
inmates reported receiving minimal training through various
educational programs. Two inmates indicated they never liked
school and did not consider going back. Appendix F provides
a complete list of quotations from this interview question.

Examples of responses to this interview question include
the following:

My jobs have kept me pretty busy.

I have had a family to take care of and no time to
go back to school.

88

 

I took.a computer class at Lansing Community College
but it was too hard.

I had some classes at the Wayne County Jail for
about 2 months.

When the researcher interviewed theinmates concerning
this interview question, the inmates seemed to struggle to
answer this question. It appeared the inmates had not given
serious consideration about where they were in life and the
time spent since high school. While each inmate was able to
respond to this question, the researcher did not detect a
concern from the inmates about not being in school. Several
inmates sat for a few seconds before responding and some
reported that their jobs had kept them busy.

Based on the responses received from the inmates the
researcher believes the inmates responded to this question
believing the researcher was inquiring why the inmate had not
gone back to school. Several inmates answered this question
in a defensive manner to include why they did not have time
to go to school. In several cases it seemed clear that the

inmate had not thought about going back to school.

There were 13 responses to this interview question. A
variety of responses were made but the major theme that
emerged involved the inmates being ordered by a judge to

attend or given some incentive by a judge for early release

89

if a G.E.D. was obtained. Several inmates reported wanting
to better themselves. A complete list of the responses for
these interview questions is provided in Appendix F.

Examples of what led inmates to enroll in the education
program at the jail includes the following:

I was told if I got my G.E.D. in jail I could get
out early.

I want a good job when I get out of jail.

My mother asked me to go so I could get my G.E.D.
and then go to Lansing Community College.

I want a better life for me and my family.

In responding to this question the researcher noted the
jail education program provided an opportunity for several
inmates who decided to either improve themselves or improve
their way of life. Not all inmates indicated that the jail
education program was an opportunity for self improvement.
One indicated he was ordered to attend by a judge, and a
second indicated the belief that going to class was better
then sitting in his room. Most inmates did indicate going to
class was by choice, which the researcher interpreted as

maturity on the part of the inmate.

90

W t e Y ur Edu t'o al a
o e e ea e ro J i1?

There were 12 responses to this interview question.
Seven of the inmates indicated they had either not given any
thought to going to school upon release from jail or were not
planning on going back to school. Several inmates expressed
an interest in continuing their education when they were
released from jail. A complete list of the responses for this
interview question is provided in Appendix F.

Examples to the future educational plans of the inmates
include the following:

I hope to finish high school when I get out of jail.

I want to complete my‘G.E.D. and.maybe go to college
in Lansing.

Definitely not! School is not for me.

I don't think I will go back to school when I get
out of jail.

While seven of the inmates did not have plans to attend
school upon being released from jail, five inmates expressed
definite plans to attend school after they were released. In
responding to this question, most of the inmates did indicate
the school experience at the jail was beneficial to them and
seemed appreciative of the teachers. The inmates who
indicated they planned to continue their education after being
released from jail, appeared to have matured. The researcher
also detected a desire on the part of several inmates to make

a commitment to make life better for themselves and in some

91

cases their families.

Cha t r Summar

The findings of the study were presented in Chapter IV.
The research questions were restated, then addressed.
Subsidiary analysis were provided based on additional data
obtained from the research. Beyond the responses of the
inmates, additional data was stated which provided some
clarification for the responses and some insight into the
views on education from the inmates. Chapter V includes a

summary of the results of the study.

92

CHAPTER V

SUMMARY OF RESULTS, CONCLUSIONS, DISCUSSION,
IMPLICATIONS, AND REFLECTIONS

Chapter V includes a Summary of the results of the study,
conclusions, discussion of results and conclusions,

implications for future research, and reflections.

Summary of Results of the Study

Reseagcn Qnestion 1: What school related experiences do
inmates report as significant in their lives?

School related experiences were reported by all twelve
inmates as being significant in their lives. A total of 37
school related experiences were reported by the inmates.
Experiences were identified in four categories. They were:
a) experiences with teachers, b) principals, c) other
students and, d) conditions of their schools. Each of the
inmates identified at least one school related experience that
he or she felt was significant in their lives. All but one
of the inmates identified multiple experiences as significant.

Most of the school related experiences reported were
perceived to have negatively impacted the educational

development of the inmates.

W: What factors or out of school

experiences do inmates report as significant influences

93

on their school experiences?

Factors or out of school experiences were reported by all
twelve inmates as having significant influences on their
school experiences. A total of 75 experiences were reported
by the inmates. The experiences were separated by those
experiences inside the home and experiences outside the home.
Experiences inside the home were identified 33 times, while
experiences outside the home were identified 42 times.
Experiences were then categorized as positive and negative.
Of the experiences reported inside the home, six were
identified as positive, while ten outside the home were
identified as being positive. Only five inmates reported
positive experiences inside the home. Eight of the inmates
reported positive experiences out side the home. Two of the
inmates did not report any positive experiences. 82% of the
experiences inside the home ‘were identified. as :negative
experiences. 76% of the experiences outside the home were
identified as negative experiences.

Single parent families and TM) parent families were
identified as having a negative influence on the inmates
school related experiences. Violence, drugs, alcohol, and
gangs were also identified as negatively impacting the school
experiences of the inmates. A clear majority of the
experiences reported were negative and were believed to have

negatively affected the inmates school experiences.

94

W: What are the inmates perceptions of

the educational experiences in the jail?

Perceptions of the educational experiences were reported
by all 12 inmates. A total of 91 perceptions were reported
by the inmates. The perceptions were categorized into three
main topics: a) teachers, b) setting and, c) classes.
Perceptions of teachers were identified 43 times. ‘Perceptions
of the setting were identified 28 times and perceptions of the
classes were identified 20 times.

Perceptions of the educational experiences related to
teachers were overwhelmingly positive. Inmates reported on
the concern, knowledge, commitment, and willingness to assist
the inmates, demonstrated by the teachers at the jail.

Perceptions of the educational experiences related to the
classes were positive. 'The inmates reported enjoying the
classes and the material contained in the classes. A greater
variety of classes was a concern as reported by an inmate.

Perceptions of the educational experiences related to
setting appeared to have a negative tone. Inmates were
concerned the size of the classroom was too small, there were
no windows, and equipment was outdated and in particular to
computers, not always available.

In.general the perceptions of the educational experiences
at the jail were positive. Improvements in setting were the

topic of several negative comments.

95

figsnnrgn Qnestion 4: What aspects of the educational

experiences in the jail do inmates report as applicable
to other jail education programs?

This research question was addressed in the analysis of
the results of Research Questions 1, 2, and 3. Educational
experiences in the jail applicable to other jail education
programs were categorized in three areas: a) teachers, b)
classroom setting, and c) classes.

Inmates identified experiences in Research Questions 1,
2, and 3 which would be applicable to other jail education
programs. In direct response in: this question” inmates
provided responses which highlighted earlier answers.

Inmates indicated teachers who were willing to assist the
students, provide encouragement, and generally positive in
nature would provide the greatest educational opportunity for
inmates. ' Settings which were free of distractions,
controlled the students, and comfortable to work in were
identified by inmates as a necessary learning environment.
Classes offered which allowed the inmates the opportunity to
provide input and ask questions were identified as those which

should be incorporated in other jail education programs.

Subsidiary Analysis
Responses to three questions were presented as subsidiary

l
analysis. These responses provided significant data, however

96

were not reported in the four research questions. The inmates
responded to what they had been doing between high school and
the educational program at the jail. The inmates did not
appear to have given this question much thought prior to it
being asked by the researcher. The inmates were also asked
why they had enrolled in the educational program at the jail.
The majority of inmates reported an order from a judge was the
main incentive. Finally, the inmates were asked about their
educational plans upon release from jail. Several inmates
reported they would be continuing their education, while

several others stated they had no plans for further education.

Fin 1QQ§
Based on the data collected and analyzed in this study,
the following findings are supported and hopefully contribute
to the understanding of inmates in a county jail and their

educational development.

1. School related experiences were perceived to have
negatively contributed significantly in the educational

development of these inmates.

2. Experiences relating to teachers, principals, and other
students, while attending school, were perceived to have had

a negative significant impact on the educational development

97

of these inmates by serving as role models.

3. Poor conditions of the schools were perceived to be
significant in the diminished educational process of these

inmates.

4. Earlier negative experiences inside the home were
perceived to be significant to the lack of educational

development of these inmates.

5. Negative experiences outside the home were perceived to
have been significant to the educational development of these

inmates.

6. Positive experiences with teachers at the jail were
perceived to be significant to the educational development of

the inmates.

'7. Positive experiences with classes at the jail ‘were
perceived to be significant to the educational development of

the inmates.

8. Educational experiences in the jail may be applicable to

other jail education programs.

9. All of the inmates interviewed appear to have specific

98

attitudes toward educational programs as a result of events

experiences and lessons learned.

10. Having been sentenced to jail and ordered to attend
classes at the jail appear to be significant in the positive

educational development of the inmates.

Discussion oi Findings

The results of this study indicated that school related
experiences, life experiences, and educational experiences at
the jail affect the educational development of inmates
confined to a county jail. A detailed review of the data
gathered, identified various events that contributed in the
educational development of the inmates. The events include
experiences with teachers, principals, conditions of schools,
other students, experiences inside and outside the home, and
experiences with teachers, setting, and classes in the jail.

School related experiences with teachers in high school
were generally reported as negative experiences. Inmates did
indicate there were some teachers who were willing to assist
them at times, however most of the comments relating to high
school teachers indicated inmates were not satisfied with the
teachers. Inmates reported about teachers who were uncaring
and not interested in the growth of the inmate. One inmate
reported about a teacher who called him "stupid", and others

who refused to spend extra time with the inmate when

99

requested.

The comments about the principals were negative.
Principals were reported as the person seen when an inmate was
in trouble, and one principal who hit students. Some inmates
reported they did not have contact with the principal.

Conditions of the schools were reported as significant
factors. Of those inmates who responded in this area, most
comments were negative, indicating schools were in need of
repair, violence was present in the schools, and alcohol and
drugs were common.

Several inmates reported on experiences with other
students as significant. Inmates reported having few friends,
racial discrimination, and interacting with friends who were
part of gangs and generally disinterested.in attending school.

Experiences both inside and outside the home were
reported as significant influences on the school experiences
of the inmates. Few inmates reported positive experiences
from either inside or outside the home. A lack of parental
guidance or encouragement was sighted by most of the inmates.
Drugs, alcohol, gang violence, and low economic status was
noted by numerous inmates as affecting school experiences.
Inmates reported on the pressure from friends to leave school.
Inmates did indicate there were some individuals who provided
encouragement to continue their educational development,
howeveanegative factors outnumbered positive factors.by about

three to one.

100

Experiences with teachers at the jail were reported as
having a positive influence on the inmates. ‘Very few negative
comments surfaced when speaking of teachers at the jail. Most
responses indicated teaches at the jail were willing to assist
the inmates as needed. Teachers at the jail provided students
with the ability to succeed in class and were supportive.
Inmates reported teachers at the jail worked at a pace equal
to the learning ability of the inmates and were even willing
to listen to other concerns addressed by inmates.

Classes at the jail also were perceived to have provided
growth and development experiences for the inmates. Classes
taught provide the inmates an opportunity to respond during
the learning experience. Group discussions also assisted
inmates in their educational development. Some inmates noted
the importance of computer classes and the need to have more
learning opportunities with computers.

Educational experiences at the jail were perceived to be
applicable to other jail education programs. Inmates noted
the educational deficiencies of previous experiences and made
a comparison to those experiences that were positive» Inmates
realized the need to expand on the positive experiences and
attempt to eliminate the negative experiences. Teachers who
were willing to work with inmates in class, control the
educational environment, modern equipment, and classes which
allow the inmate to interact, were perceived as important

elements of a successful jail educational program.

101

Many of the factors or experiences reported by the
inmates served as a basis for the development of specific
attitudes toward educational programs. Most of the
experiences of the inmates relating to school or affecting
school were generally negative. Teachers, principals,
classes, and classroom.settings generally provided a negative
foundation which affected the attitude displayed by the
inmates toward educational prograns. Even though positive
experiences were reported with teacher and classes in the
jail, years of negative attitudes toward education are there
to be overcome.

The inmates talked openly about the perceptions of
educational programs and seemed willing to accept the notion
that many educational experiences can have a positive outcome.

The inmates did not appear to have given much thought
about what they had been doing with their lives after high
school and before the education program at the jail. The
attendance at the jail education program, while in some cases
ordered by a judge, was viewed by several inmates as a
positive experience. This positive experience may be the
incentive for several inmates to continue their education.upon
release from jail.

The information that was gathered as a result of this
study sometimes fits into a pattern which can be categorized.
However, the researcher feels the statements made by the

inmates exists on its own merit as a quotation in a list. The

102

 

reported events experienced by the inmates increases one's
understanding of the individuals who are attending educational

programs at a county jail.

'cations or F tur R se c

The current study included detailed interviews of twelve
inmates of a county jail from a stratified sample. Inmates
representing male and female as well as Caucasians and
minorities were included in the research” Factors and
experiences were identified which were perceived to
significantly influence the education experience of the
inmates.

Future research could include enlarging the sample size
to include a larger number of inmates from various jails
throughout Michigan and the country. With a larger sample it
may be possible to establish more specific patterns identified
by, gender, race, economic status, and age. A larger sample
would permit statistical analysis and allow for generalization
of results. Similarities and differences could be determined
for individual inmates and groups of inmates. However, by
increasing the sample size a considerable increase in the time
allowed to collect the data would be necessary to retain the
comprehensiveness and depth of the study.

A qualitative study which focuses on the same topic but

includes fewer inmates might provide useful insights. The

103

 

researcher might conduct numerous interviews with a few
inmates. ‘The researcher could also use extensive observations
to determine if the inmate functions in the manner in which
he or she describes. Data could be obtained which are very
detailed and complete.

A study similar to the current study, could be conducted
with a sample which is exclusively female or of ethnic
minority. Both groups of individuals exist in jail
populations which would make the study possible. As a result
it would be interesting to learn of key factors and
experiences in their lives which have significantly influenced
their educational experiences.

Each of the inmates identified teachers with whom they
interacted. A future study might focus on the teachers at a
jail and their perceptions of the inmates in the educational
program. It might be helpful to learn how teachers in jail
education programs deal with the many complex issues
pertaining to inmates and previous educational experiences.

Each of the inmates has a personality which affects his
or her attitude toward educational programs. .Assessing
inmates and looking for patterns in personality type might be
useful. Identifying personality traits along with experiences
would provide comparison data.

Future research could include an examination of the
differences in experiences and lessons learned by inmates from

communities of varying sizes. Perhaps inmates from larger

104

 

cities are exposed to different experiences and factors than
inmates from smaller cities.

Research which further explores the nature of and
particularly the significance of the factors and experiences
of the inmates might yield interesting and useful results.
Such a study might attempt to determine those factors and
experiences which were the most powerful in shaping the

educational attitudes of the inmates.

Reflections

I wish to take this opportunity to reflect upon how I
became interested in this research project, the inmates who
participated in the study, the results obtained, and my
personal opinions about the study.

I became interested in conducting this research after
discussions with my academic advisor and reflecting on
assignments completed in my adult education courses at
Michigan State University. Discussions centered on the Adult
Education Program at the Ingham County Correctional Facility.
Further discussions began to focus on the study of selected
inmates in the adult education program at the jail.

As an administrator at the Sheriff's Office in Ingham
County I had the opportunity to conduct the research project.
I felt the project would be interesting and would provide with
me with insight into a program which operates in our building.

I was pleased with the encouragement I received to conduct

105

this project from my guidance committee.

I conducted my research project with twelve inmates.
Teachers in the education program at the jail recommended
inmates who they felt would be willing to participate and
would be credible respondents. I found the inmates to be very
willing to participate in the study and were interesting to
interview.

The research was an interesting experience for me because
I had the opportunity to meet and listen to inmates who I had
seen regularly but had interacted with briefly. I had the
unique opportunity to listen to key factors and experiences
which contributed to the educational experiences of the
inmates. Occasionally I had to redirect the conversation back
to the interview questions.

Throughout their responses the inmates reported a lack
of support from family members. The inmates also indicated
teachers and principals did not seemed to be personally
concerned with the educational growth of the inmates. The
results of this study lead me to believe support and guidance
are key elements which are necessary to insure success for any
individual. One can only wonder what the fate of these
inmates might have been with greater support from home,
school, and community. Several inmates expressed they have
benifitted from the jail education progrann I believe
financial support of these types of programs needs to be given

a high priority if we hope to have an impact on the success

106

*daav

 

of inmates confined to county jails.

I believe the most important findings of the study were
the personal experiences of the inmates, both in the school
and outside the school. Further, the experiences inside the
home and outside the home provided insight into the
educational attitudes displayed by the inmates and the
significant influences on their school experiences. It was
also important to receive information on the perceptions of
the educational experiences in the jail education program.
The study provided an opportunity to gather data which could
be applicable to other jail education programs.

Overall, I was very pleased with the study. There were
times when the amount of time needed to complete an interview
was problematic for me, but I appreciated the opportunity to
meet with the inmates and becoming familiar with their various
educational and life experiences. I believe that
administrators of any sheriff's office, and teachers of
education programs in jails would benefit by becoming familiar
with the data obtained in the study. Finally, I am truly
grateful to the inmates who participated in this research

project and their open and honest responses.

107

 

APPENDICES

108

 

APPEND I X A

Informed Written Consent Form

109

 

Wu...

Inigzmed ngiisn anssnt Egrm

Matthew Myers requests your permission to participate in the
study, "Educational and Life ‘Experiences as Reported by
Inmates Confined to a County Jail"

The Study is Designed to investigate the life experiences of
inmates who are participating in the "Adult Education Program"
at the Ingham County Correctional Facility and to investigate
the educational experiences as seen by the inmates. Those who
agree to participate will be asked to discuss their life and
education in three interviews with the researcher.

If there are any questions at concerns by participants about
the study, contact - Matthew Myers. phone number 517-676-8201

Infogmed ngtten gonsent

I voluntarily agree to participate in the study as presented
in the above paragraph” I understand that my identity and the
identity of schools I attended will not be disclosed. I
understand that Matthew Myers will be the only person who has
access to the tapes and written notes of our interview, and
that the tapes and written notes will be destroyed after
completion of the data analysis. I also understand that I
have the right to withdraw from the study at any time without
penalty. I understand the total amount of time required to
participate in this study will be three, one hour interview
sessions.

I give my consent to participate in the study.

 

Signature of inmate

date

110

’3

 

APPEND I X B

The Interview Questions

111

The Interview Questions

What is your current educational level?
a) How far did you go in school?
What led you to leave school?
a) Did you drop out?
b) Were you expelled?
How would you describe your school experiences?
a) Which teachers did you like and why?
1) What kinds of things did they do?
2) Why did you like them?
Do you believe you were successful in school?
a) Did you make good grades?

b) Did you have problems with teachers?

 

c) Did you have problems with counselors, assistant

principals, or principals?
d) Did you have problems with other students?

e) If you had problems when did they occur?

What led to your leaving and not completing high school?

After you left high school, did you ever consider going

back to high school, or attending alternative education

programs, or adult education programs?
a) Why?

b) Why not?

Were there people that affected your decision...?

112

10.

11.

a) to drop out

b) to return

c) not to return

d) Who were they?

Were there things that teachers, counselors and

principals could have done to help you stay in school?

a) Spend more time with you?

b) Listen to you?

c) Talk to you more?

d) Been more fair with you?

What led you to enroll in the education program at the

jail?

a) Part of a sentence given to you by a judge?

b) To obtain early release from jail if you complete
your G.E.D.?

c) Make better use of your time?

d) Better than sitting in your jail cell?

e) To obtain a G.E.D.?

f) Do you believe the program will help you?

How were you spending your time between the time you

left high school and when you entered this educational

program?

a) Have you attended any educational programs?

b) Have you attended any job training programs?

Tell me about the educational program here?

113

 

12.

13.

15.

16.

a) What do you think of the teachers?

b) What do you think of the courses?

Tell me about the differences between high school and
the jail educational program.

a) the setting

b) the teachers

1) the style of the teachers

*7

c) type of instruction
d) What did you like in either or both?
Could you tell me about some of your successes in the

educational program at the jail.

 

a) Have there been any less successful experiences in
the jail.

What are you educational plans when you are released

from jail?

a) Will you complete you G.E.D. if you did not finish
in the jail?

b) Will you complete high school?

c) Will you go to college?

Do you think there are things you could or should have

done differently in high school?

a) If so, what are they?

b) Do you think you could have completed high school?

What particular things are done in the jail program

114

which are particularly helpful....?

a) to you

b) to other inmates

. I '1}! I'M‘JJ‘IE’
V

 

115

APPEND I X C

Letter of Appreciation

116

 

Date

Name
Street Address
City, State Zip

Dear

 

Thank you for allowing me to interview you for my study
regarding inmates life and educational experiences. I
appreciated your honest and sincere responses.

I will be completing the data collection portion of my study
in July. I hope to have the summary of the studies' findings
completed by August or September. If you are interested I
will be happy to send you a copy of the summary at that time.

I enjoyed our interviews and found them to be very
interesting. I hope you enjoyed the experience as well.

Thank you once again.

Sincerely,

Matthew J. Myers

117

 

APPEND I X D

Responses to Interview Questions
Regarding School Experiences

RESPONSES TO INTERVIEW QUESTIONS REGARDING SCHOOL EXPERIENCES

Experiences with Teachers

I tried to tell my teachers my classes were too hard but
they didn't listen.

Most of my Teachers looked at their job as a paycheck and
did not care about the students.

I had a teacher that called me "stupid" and told me I
would never learn.

I had teachers that would never spend extra time helping
me if I didn't understand.

Teachers would let the students run the class and there
was no control in the classroom.

I had some teachers that cared but many of me teachers
didn't care very much. (2 responses)

Most of my teachers didn't even know my name.
My teachers just did their job- nothing more.

I didn't like school much so I guess I didn't think too
much of my teachers either.

Experiences with High School Principals

We only saw the principal when someone got in trouble.

The principal would hit kids who were in trouble. We
knew it was wrong, but we were afraid to tell anyone.

My principal told my friend he should leave school
before he got kicked out.

I never knew who the principal was. (3 responses)

I didn't like our principal. All he ever did was go
around our school yelling at the kids.

I guess our principal was o.k. I didn't know him very
well.

119

 

IL...-

Experiences with the Conditions or the School

The building was always too hot or too cold.

Gangs roamed the hallways in the schools and nobody
controlled the gangs.

There was too much violence in our school and I was
always afraid.

Our school was old and run down. I told this to our
principal one day, and he said theretwas nothing he could
do about it.

The food they served was bad.

Drugs and alcohol were being used in the school and all
around the building. Kids would sit in class and were
"stoned" and drunk.

Guns and knives were carried by many students and all
everyone was afraid. A friend of mine was shot during
gym class.

Our school was o.k. I don't think the building was the
problem.

Our school was very old and needed repairs.

Our school must have been bad they tore it down two years
after I dropped out.

Our school was too small for the number of students we
had. All of the classes were crowded.

Experiences with Other Students

I did not have any friends in school. Other students
made fun of me.

In our school unless you belonged to a gang, you had no
friends.

I was one of only a few Hispanics in our school and other
students made fun of me and called me names.

I had some really cool friends in school and they were
more important than my classes.

120

a '. 95m

 

My friends and I skipped school all the time, just to
hang out together.

Many of the students in our school were always trying to
prove how tough they were.

I kept to myself much of the time and I guess I didn't
have many friends.

I had some friends I liked to hang with but they didn't
like school either.

I had one friend who was a very good student but he moved
away and I got in with some bad kids.

121

 

APPEND I X E

Responses to Interview Questions
Regarding Experiences that Influenced School Experiences

122

 

RESPONSES TO INTERVIEW QUESTIONS REGARDING EXPERIENCES THAT
INFLUENCED SCHOOL EXPERIENCES
Experiences Inside the Home

My father did not live at home. (6 responses)

I did not live with my parents. I lived with my aunt.

My father was an alcoholic and was abusive toward my
mother and the children.

My father was arrested for selling drugs, and drugs were
frequently used in our house by my father, mother and
their friends.

There were eight children and our parents living in our
and it was very difficult to study.

 

My mother was very helpful to me and encouraged me to go
to school and do well. (3 responses)

I lived with my grandmother and she was always willing
help the children with their school work.

There was never anyone at home to help me or encourage
me to go to school. (2 responses)

My mother worked three jobs and was rarely home.
My mother was only interested in her boyfriends.
I was an only child and had no friends to play with.

I was embarrassed to go to school because of the clothes
I had.

I needed glasses, but my mother told me we could not
afford to buy them.

I needed to work to bring money home for the family. My
father was gone and my mother raised the other children.
(2 responses)

My father always told me it was important to get a good
education.

I had an older brother that went to college and my
parents told me I should be like my brother.

123

We lived in a bad neighborhood and I was afraid to leave
our apartment. (2 responses)

My father never went to work so I figured I didn't have
to go to school. I pretended I was sick just like my
dad.

My father always told me I was stupid so one day I
decided there was no need to go to school.

I needed to stay home and take care of my brothers and
sisters.

My older brother helped me with my homework and always
told me to stay in school.

My mother didn't make me go to school so I quit.

Experiences Outside the Home

I became pregnant in the eleventh grade and dropped out
of school.

Many of my friends were dropping out of school and I
wanted to be with my friends. (6 responses)

P4

was kicked out of school for fighting.

I was kicked out of school after I was arrested for
selling marijuana in the school parking lot.

I did not like school or anything about it. (2 responses)

I often spoke with a priest in our church who always
told me to stay in school.

Girls were important to me and I didn't have time to mess
with school.

I was too busy selling drugs and stealing to be bothered
with school.

I wanted to be a member of these gang and you had to drop
out of school to join.

My boyfriend wanted me to quit school. At the time I
thought he was more important than school

124

1V: ‘1'

- n. .-_ '. 2‘01.“ ‘uT ..!

 

ll

I was always getting "high" so I decided school was not
for me.

I was 505 far behind in my classes I would not have
graduated my senior year, so I quit. (2 responses)

My boss at the grocery store told me I should stay in
school and was always telling me to do the right thing.

I had more fun hanging out with friends and getting drunk
all the time.

There was so much violence near our school I was afraid
to walk on the streets.

Me and some friends got caught breaking into a house and
I went to jail. I never went back to school when I got
out of jail.

I had a friend that was so smart and he told me to stay
in school. The next year his family moved away and I
got in with some bad kids.

I thought it was "bad" to leave school.

I was sent to prison at 17 years old. (refused to say
why) I got out of prison after two years but never went
back to high school.

A retired teacher down the street would always talk to
the kids in the neighborhood and tell us how important
it was to finish high school.

I had more fun hanging out at the malls and playing video
games.

My girlfriend kept putting pressure on me to be with her
during the day.

I didn't like walking to school during the winter, it was
too cold.

Some friends told me I should stay in school. (3
responses)

My godfather told me school would be the only way I would
go to college.

I ran away from home several times, the last time a cop

picked me up and told me I should stay in school. I
stayed at home and in school for two more years.

125

 

‘Fn . 4 .I;

I had one very coo girlfriend who was smart and kept me
going to school while we were dating.

None of the people I knew in the neighborhood finished
high school. (2 responses)

I like cruising around in my car.

I knew I wouldn't go to college so I figured high school
wouldn't be important either.

One of my friends was killed on his way to school arguing
about a girl. I quit soon after that.

In tenth grade I broke my leg and stayed home for two

weeks. After I went back I decided school was not worth
the effort of getting around with a broken leg.

126

 

I

APPEND I X F

Responses to Three Interview Questions:

How Were You Spending Your Time Between the Time You Left
High School and When You Entered the Education Program?

What Led You to Enrol in the Education
Program at the Jail?

What are Your Educational Plans When
You are Released from Jail?

127

 

RESPONSES TO THREE INTERVIEW QUESTIONS
How Were You Spending Your Time Between the Time You Left
High School and When You Entered the Education Program?

The 12 inmates provided 14 responses to this question.

My jobs have kept me pretty busy.

Not much, I spent some time in prison and when I got out
I never went back to school.

This is the first class I had since I dropped out of high
school.

Hanging out mostly, school has not been part of me for
over 10 years.

 

w

I had some classes at Wayne County Jail for about 2
months.

I went to night school for about 6 months.
I never liked school so I never went back. (2 responses)

I never thought about going back to school until I went
to jail.

I have been too busy working to go back to high school.
(2 responses)

I have had a family to take care of and no time to go
back to school.

I took a computer class at Lansing Community College, but
it was too hard.

I haven't gone back to school - mostly working.

128

What Led You to Enroll in the Education Program at the Jail?

The 12 inmates provided 13 responses to this question.

A judge ordered me to attend. (2 responses)

I was told if I got my G.E.D. in jail I could get out
early. (3 responses)

I am getting tired of getting locked up. I want to get
a job when I get out.

This is better than sitting in my room.
I want a better life for me and for my family.

I want

1))

good job when I get out of jail. (3 responses)

l4

was told the classes were not like high school.

My mother asked me to go so I could get my G.E.D. and
then go to Lansing Community College.

 

What are Your Educational Plans When You are Released From
Jail?
The 12 inmates provided 12 responses to this question.

I really didn't think about it. ( 3 responses)

I don't think I will go back to school when I get out of
jail.

Definitely not! School is not for me.

I want to complete my G.E.D. and maybe go to college
in Lansing. (3 responses)

I will get out in one month and will go to night school
to complete high school - maybe college after that.

 

‘l

I hope to finish high school when I get out of jail.

I should have my G.E.D. when I get out - no plans after
that. (2 responses)

B I BL I OGRAPHY

'4
(JO
.4

 

B I BL I OGRAPHY
AFL-CIO Community Service Activities, Th§_Mgn_flhn_Liysd_Ag§in
New Yourk: AFL-CIO Publication No. 63.

Acorn, L. "Study Urges Cautious Use of Shock Incarceration."
Co e 'ons oda . (February 1989)

. "Working in a Boot Camp." C ect' 0
(October 1991)

 

Adult Bs'c Edct'o: G ' e es c
Trainegs Washington: National Association for Public
School Adult Education, 1968.

Anderson, B.D., and Anderson, K. £1132D§I§_2i_£h§_22£21. San

Francisco: Harper 8 Row, Publishers, 1984.

 

Askov, E. N. "Impact on the Workplace, Family, and School."
Edncntign Snmmsg. (Summer 1991)

Axelrod, R., and Dion, D. "The Further Evolution of
Cooperation." Snisnns. (December 1988)

Ayres, M. B. "Jail Classification and Discipline." Nafinnal
Sheriffis.bssosiatign- (1988)

Ball, R.A- B2uss_arrsst_and.§2rrestional_fiolisxi Newbury
Park: Sage Publications, 1988.

Banks, F. Teacn Inem no Liye. London: M. Parrish,
Publisher, 1958.

Bayse. D.J. "As Free as an Eagle " Amerisan_§2rrsstienal
Assssiaiiga- (1991)

Bauhofer, V. "A Challenge for Children's Advocates."
Childxgn Indny. (January-February 1987)

Beadle, J.S. "A Survey and Analysis of the Educational
Program of the Academic School of the State Prison of
Southern Michigan, Jackson, Michigan, and it's
Implications for the Rehabilitation of Released Inmates."
Ph.D. dissertation, Michigan State University, 1965.

132

Bjork, J.C. "School Behind Locked Doors." Masters thesis,
Michigan State University, 1981.

Braithwaite, J. P 'sons Ed cat' a Work. Phillip,
Australia: Australian Institute of Criminology:
University of Queensland Press, 1980.

Calvert, G.M. "A Study of the Motivation of School Teachers
in the Penal Institutions."’ Ph.D. thesis, Michigan State
University, 1982.

Campbell, W.R. 12sng_fi_nn,__ifl_ai_ls_ing_L New York: R.Marek,
Publisher, 1978.

Carmin, C.N., Wallbrown, F.H., Ownby, R.L., Barnett, R.W. "A
Factor Analysis of the MMPI in an Offender Population."

Criminal Justice and Behaviog. (December 1989)

Caron, R. Go-boyl: Memoirs of a Life Behind Bays. Toronto;
New York: McGraw-Hill Ryerson, Publishers, 1978.

Carvajal, H., Shaffer, C., Weaver, K. A. "Correlations of
Scores of maximum Security inmates on Wechsler Adult

Intelligence Scale Psxshclnsisal_Beagrts- (August
1989).
Casey, V. lec ic en ' arre

Cozreggignal Alteynsnivs, Monticello, I11: Vance
Bibliographies, 1988.

Education of Pyisoners. Monticello, Ill: Vance
Bibliographies, 1988.

Chaneles, S. Curgent Trends in Correciional Edncntion, New
York: Haworth Press, 1983.

 

Chi, K.S.. ' o t Wo e t
Lexington: Council of State Governments, 1982

Inmste Tutorial Programs, Lexington: Council of

State Governments, 1983.

 

Clark and Associates, Engineers: Leinweber, Yamasaki, and
Hellmuth Architects, t o F ' ' '

State_2f_ Mighignn Grand Rapids: Clark et al., 1954.

Clark, R.W., Zimmer, B.P., "Mentoring; Does it Work?."

Lifslong Learning. (May 1989).

Clines, F.X. "Ex-inmates Urge Return to Areas of Crime to

Help " The_Nea_Ysrk_Iimes- (December 1992)
133

.0 [HQ-g
.

 

Colson, C.W. "Alternative Sentencing: A New Direction for
Criminal Justice." Q§A_Iggny. (May 1991)

Conrad, J.P. MW Washington D-
C.: U.S. Department of Justice, 1981.

Connatser, L. A. he Effect f A ad mi 0 r o e
Mgnni Develo me ca e at o d San
Francisco: R & E Research Associates, 1978.

Cromwell, P.F. J ' s s ' Springfield: Thomas,
Publishers, 1975.

Cronin,F.P. Im rov'n the ual' ad u t' 0 V ' l E

Edugsiion in ngzsgtigns, Columbus: Ohio State
University, 1977.

 

Cuthbertson, G. "The Value of Education", 96 -65 Ca a of
glasses, Leavenworth: United States Bureau of Prisons,
1964.
Davis, D.M. "Adult Literacy Programs: Toward Equality or é

Maintaining the Status Quo?" gnngnnl_gi_finnging.
(September 1991).

Emshoff, J. G. "Training inmates as Paralegals." Amsnignn
Connectinnal Assggintion. (1989).
Evan, M.J. "Why Adults Learn in Different Ways." Lifiglgng
Learning. (June 1987).
Farbar, B., Styron, W. "My Life Inside." Esgnins.
(September 1988).
Farrington, K. "The Modern Prison as Total Institution?"
Came summarisi- (January 1992)-
Fishman, J. F. angibles gt inms; Lbs Shggking Sigry 9f ths
Amsgignn Jsil, Montclair: Paterson Smith, 1969.

Franklin, K. "Wilbert Ridiau's Prison Prose." flgshingngn
MW (June 1989).

Fry, L.J., Frese, W. "Bringing the Convict Back In." [inngnni
91 W (July-August 1992)-

Galbraith, M.W. "Educational Opportunities for Adults in the

 

Community." fignln_Lnn;ning. (February 1992).
. "Essential Skills for the Facilitator of Adult
Learning." Lifelsnuearninn (April 1989)-

134

Gest, T. "Teaching Convicts Real Street Smarts." U.S. Nsws
and World Rspogi. (May 1987). .

Gleason, S.E. "A Benefit/Cost Analysis of Institutional
Training Programs in Michigan Prisons." Ph.D. thesis,
Michigan State University, 1978.

Goldfarb, R.L. ' he U ' t t Garden City:
Anchor Press, 1975.

Green, R. "Prisoners and Piazzas." ARTnews. (March 1989)

Gross, J. "A Jail Garden's Harvest: Hope and Redemption."

Ine Nsw York Times. (September 3, 1992).

”#33!
i

Gunnell, R.A. "Characteristics and Competencies of Effective
Correctional Education Teachers as Perceived Iby
Supervisors of Education in Federal Correctional
Institutions." Ph.D. thesis, Michigan State University,

 

 

1973.
L'-
Hansell, T.S., Voelkel, J.A. "Views of Personal Literacy a
Within a Prison Population." W. (March
1992). ‘
Harris, D. I Should; Been Home Yestsrgsy. New York:
Delacorte Press, 1976.
Hassell, L.W. "In Arkansas. (Keeping Them From Coming Back
to Prison)." Vo ti o

(January-February 1988).

Herb, R.R. "What's Behind Suicides in Bergen County Jail?"

Inn New 19:3 Times. (March 31, 1992).

Herbert, D. "Grant Enables Alabama to Convert Prison into
Drug Treatment Center." ngrsctions Igdsy. (August
1991).

Hoye, W.B. "A Preliminary Study of Criminal Status and
Societal Re-entry." Psygnolggy Iggsy. (1980).

Huffman, A. V. "Some Special Factors Effecting Education in the

Correctional Services. The Jgnr ranl nf ngrsgiignal
Edngsiign, 291, 321. N9, 1. April, 1964.

Idaho Department of Corrections, WM
Ignining, Idaho Sisie ESDiISDIiBIY ‘Boise: Idaho
Department of Corrections.

Inman, D. "Humor in the Classroom as a Teaching Strategy."
Adult Learning. (May 1991).

135

Irwin, J. The Jail: a a ' e I]

Socigty, Berkeley: University of California Press, 1985.
Isaac, 5., Michael, W.B. Handbook ' es c ' v uat' n

2nd ed. San Diego, Calif.: EdITS Publishers, 1982.

Johnson, D. "Why Can't My Student Learn Like Everyone Else?"
Adult_Learning. (October 1990).

Johnson, P.M. d a 'n ' o '1 Jackson:
Correctional Consultants, 1991.

 

. Jon 0 e ' '
Rehabilitagign, New York: Haworth Press, 1979.
Kalinich, D.B. 'nc' of Cou J ' dm' '

Management. Springfield: C.C. Thomas Publishers, 1981.

Karmos, J. 8. "Teaching Adults Like Adults: Myths and

Principles." Ihe_Y2satienal_Education_12urnal- (April
1989).
Kidder, L. ua it tive Research nd u '- e iment

Egnmeworks. San Fransico: Jossey~Bass, 1981.

Kratcoski, P.C. Correc ' Co ' Tre m t
Prospect Heights: Waveland Press, 1989.

Lang, T. "Break the Cycle of Child Abuse." W
Ingny. (August 1989).

Laubach, W.K. "Application of American Corrections Standards
on Academic Education to the Michigan Department of
Corrections Education System." Ph.D. thesis, Michigan
State University, 1983.

Lester, D. Coryecgional gsynhgiggy. Cincinnati: Anderson
Publishing, 1987.

Lewis. M.V- Bris2n_Educaiisn_and_Behabilitatinn1. University

Park: Pennsylvania State University, Publisher, 1973.

Littlefield, J.F., Crook-West, S. "Correctional Training."
' c ' o 'a ' . (1990).

Littlefieldq J.F., Crook, S. "Training' Industries, and
Education-" .Q2rrecti2na1____Educatisn____Assnsiatien.

(November 1988).

MacCormick, A.H. at' o u t P ' o e New‘York:
National Society of Penal Information, 1931.

136

'--.'. .'

 

Martin, C.A. Vocational dEducat' a Trai 'n for! ates.
Monticello, Ill: Vance Bibliographies, 1981.

Martin, D. "Lending a Jeweled Hand to Jailed Thieves." The

New 1g;k_1imss. (November 20, 1991).
Mayfield, J. "First Time Offender Opts for Different Road."
e Voca ' c ' Jo na . (January - February
1988).
McCollum, S.G. "Mandatory Programs in Prison." e er
Pr 'on. (June 1990).
McPherson, A.A. "An Analysis of Selected Perceptions of

Curriculum Development as Expressed by Pupils and
Instructional Personnel in.Manitoba" Ph.D. dissertation,
Michigan State University, 1976.

Merriman, S.B., Simpson, E.L. A Guid to esea
Educatogs and Trainegs of Adults, Malabar, FL: Robert

E. Krieger Publishing Co., 1984

Michigan Revised Statutes of 1846, Chapter 172, Section 50.

Michigan State Prison, oo 5 a . Jackson: Michigan State
Prison, 1964.
Miles, M.B., Huberman, A.M. anlitntiys Qntn Annlysis.

Beverly Hills, CA: Sage Publications, 1984.

Mintzberg, H. "An Emerging Strategy of 'Direct' Research."
AdministrativsiScience Quarterly 24,4 (1979): 582-589.

Morin, L. On Pgison Education. Ottawa: Minister of Supply
and Services Canada, 1981.

Morris. P. W George Allen and
Unwin LTD., London, 1965.

Morro, W.S., "Adult Education-An Integral Part Of Rhode
Island's Correctional Services," Ins Jgnznsl gf
MW 16. April 1964.

National Advisory Commission on Criminal Justice Standard and
Goals, "Educational and Vocational Training, Corrections"
January 1973.

Nelson, G.M., Rutherford, R.B., Wolford, B.I.
c ' ' ' ' 'c S e Columbus:

Merrill Publishing Co., 1987.

137

 

Neustatter, A. "Inside Stories." ' es a

Supplemenn. (March 16, 1990).
Oberst, M. Inmate Litegacy. Egoggams. Lexington: The Council

of State Governments, 1988.

Osborne, T.M. Society and Prisons New Haven: Yale University

Press 1961.

Owens, C.E., Criminal Justice, Administration oi--Unitsd
Ststss, Lexington, Mass: Lexington Books, 1977.
Pappas, N. The Jail: Its Qpegniion and Managsmsni,
Washington D.C.: U.S. Bureau of Prisons, 1971.

P
Pellegrini, R.J. c or Co e ' ' n.

Springfield: C.C. Thomas, Publishers, 1992.

Perez-Pena, R. "Prisoner Advocacy Group Battles Financial
Woes." he New Yo T' 5. (December 28, 1992).

Perlstein, J.J. e ' E ec 'v ' Cr wd d Ja'ls
Washington, D.C.: U.S. Department of Justice, 1986.

Peterson, I. "Freeing the Innocent is goal of New Jersey's
Centurions." The Nsw 19:3 Times. (April 1, 1992).

Peterson, M.A. o' ' : a S v Ca ' n' ' o

inmates. Santa Monica: Rand, 1979.

. Who Commits Crimes: a urve o ison mates.
Cambridge, Mass: Oelgeschlager, Gunn 8 Hain, 1981.

‘5

 

Press, A. "Crime doesn't Pay After All." Newsweek. (August
24, 1987).

Price, D. Egisgns snd.flighe; Edncstion. Racine: The Jackson
Foundation, 1974.

Priestley, P. ' ' 'n ' o C
London: Routledge 8 Kegan Paul, 1984.

Purves, J. Ihs nighgksspsn's Rgpogt, Jackson: The State Prison
of Southern Michigan, 1977.

Putnam, S. "The Role, Function, and Influences of District
Administrators on Curricular Change in the Multicollege

Community College District." Ph.D. dissertation, the
University of Texas at Austin, 1986.

138

 

Rabinowitz, W. CTh Qna alit y and Resnlis of Vocaiignal
Ed ngatign inc ogzectignal Insgigu Lio ons. University Park:

Institute for Policy Research and Evaluation, the Penn
State University, 1978.

Reagen, M.V. School Behind Bags, Metuchen: The Scarecrow
Press, 1976.

 

Rhodes, E.E.K. "Tips on Teaching Adults." The Vocational
Educatign Jougnal. (September, 1991).

Roberts, A.R. Readings in Egison Education. Springfield:
C.C. Thomas, 1973.

t'on. New York: Haworth

 

Press, 1979.

Roberts, A.R. Sourcebook on Prison Edugatign. Springfield:
Thomas, 1971.

. Imprisonad Tongues. Manchester: Manchester
U.P., 1968.

 

Roucek, J. Socio o of Cr'me, New York: Philosophical
Library, 1961.

Ryan, T.A. Mode of Adult Ba ic ducation ' C ' ,
Honolulu: Education Research and Development Center,
University of Hawaii, 1970.

Scales, A., Burleyy J. "A Holistic Approach to Teaching Adult

Literacy Techniques." Lifelong Leanning. (November,
1988).
Schroeder, K. "Adult Education." Education Qigest.

(February, 1992).

Seashore, M.J. Prisgner Edugationi New York: Praeger, 1976.

Sechrest. D-K- WW; Miami:
Coral Gables Publishing Co., 1989.

Seiter, R.P. "A. Way to Tie Corrections and Education
Together." Qg;;ggiinns_ngay. (December 1991).
Smykla, J.O. "A Phenomenological Analysis of the Social

Environment in a Coed Prison." Ph.D. thesis, Michigan
State Michigan, 1977.

Social, Education Research and Development, inc. mil
m Sva: iga Ecggyam in: a gnu ni'y Jail. New York:

Praeger Publishers, 1972.

139

Spencer, D. "Doing Summertime." Times Educational
M. (August 31, 1990).

. "Standards for Adult Local Detention
Facilities." The Association. (July 1991).

 

Stasz, B.B. "Writing Our Lives." Journal of Reading.
(September 1991).

Straight, D. "Innovative Efforts in Correctignal Education",

Morgantown, West Virginia: Robert Kennedy Youth Center,
1972.

Strauss, A. Corbin, J. a 'c o ' 've ese ch.
Newbury Park, California: Sage Publications, 1990.

Stupak, R.J. "A.Way to Tie Corrections and Education Together"
anrections Today (December 1991).

Suvak, D. Coyle, W. "Throw the Book at 'em: The Change-
Based Model for Prison Libraries." Wilson Libnacy
Bulletin. (October, 1989).

Swartz, R., Whitney, D.R. "The New GED Writing Skills Test."
Lifelong Leagning. (October, 1987).

Thatcher, P. Under Argest. Sacramento: New Life Youth
Camps, 1957.

The President's Commission on Law Enforcement and

Administration of Justice, Task Fo;c_e_ Repogt: Qonzagti ons

Washington, D.C.: Government Printing Office, 1967.
Toch, H. "Being Tough versus Being Fair." Socigty. (July-

August, 1989).

Tulardilok, A. "Assessment of the College Level Educational
Program at the State Prison of Southern Michigan." ‘Ph.D.
thesis, Michigan State University, 1977.

United States National Criminal Justice Information and

Statistics Service. Logal Jails; a Baport Presenting
MIWWV'd o d it 3'

Qansns, Washington D.C.: U.S. Government
Printing, 1973.

U. S. Department of Justice, Bureau of Prisons, Ednganign_and

W
Bannnh: 1971.

140

 

Vukcevich, U.S. "Teaching Social Adjustment to Incarcerated
Offenders Utilizing Principles of Group Dynamics." Tha
Jo of c ' c '0 Vol. V N .
January, 1964.

Wallack, W.M. Education Within Prison Walls, New York:
Teachers College, Columbia University, 1956.

Walsh, .A. Understanding, Assessing,, and Counseling the

Criminal Justice Qlient. Pacific Grove: Brooks/Cole
Publishing Co., 1988.

 

Washington, K.R. "Self-Esteem Building." Adult Learning.
(September, 1991).

Welch, R. "Tapping Inmates' Creativity Offers Hope, and
Improves Security." Co ections To . (August 1991).

Wenzel, J. "Going to Jail." E i Jour 1. (April 1990).

. "Lockup. (What Prisoners Read)." 9.5, flaws 8
World Report. (October 22, 1990).

 

 

Wendell, R. "Teaching Adults More Effectively." Lifelong
Learning. (November, 1988).

Werner, D.R. Corractional Education. Danville, Ill:
Interstate Publishers, 1990.

"Where Nobody Flunks Out", Qetygii flaws, 28 January 1965.

Wiegman, F.B. "An Analysis and Appraisal of the Adjustment
of Selected Graduates of the Michigan Training Unit at
Ionia, Michigan." Ph.D. thesis, Michigan State
University, 1965.

Williamson, J.H5 The Gray;Walls of Hell. Pueblo: Nationwide
Press, 1976.

Zagare, F.C. "Rationality and Deterrence." Wonld Pglitics.
(January 1990).

Zupan, L.L. J 115 Reform a d t e w Ge rat' P 'l 0
Cincinnati: Anderson Publishing Co., 1991.

141

MICHIGAN STATE UNIV. LIBRARIES
llWilliillillliililllliii"WilliHIHWHIHIHHI
31293015725421