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A Preliminary Study of Criminal Status &
Societal Re-Entry.
presented by

WALTER B. HOYE, II

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of the requirements for

M.A. Sociology

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A PRELIMINARY STUDY OF
CRIMINAL STATUS AND SOCIETAL RE-ENTRY

3?
walter B. Hoye II

A THESIS

Submitted to
Michi an State University
in partial fugfillment of the requirements
for the degree of

MASTER OF ARTS
Department of Sociology

1980

ABSTRACT

A PRELIMINARY STUDY OF
CRIMINAL STATUS AND SOCIETAL RE-ENTRY

by
waiter B. Hoye II

This study concerns itself with the differences in
self-approbation and perceived power potential among Black
and White individuals convicted of criminal conduct and now
serving time in a halfway house.1 Power potential is
operationalized in this study to describe an individual's
perceived extent of control over social events (i.e., the
economy, unemployment trends, politics. etc.) which neces-
sarily affect the outcome of certain aspired goals. An
underlying assumption of this project is that given crimflmal
status an individual's perception of self and power is in-
fluenced by society and further that the relationship between
the individual's perception of self and power is related to
race. The controlling hypothesis asserts that while minority
status will have no negative effects on self-approbation, it
‘will in turn, exert a negative effect on the individual's
sense of power. From.this very general hypothesis four
specific hypotheses regarding age, race, education and time

in the program.will be tested.

walter B. Hoye II

Based on hypothesis testing the research model involves
a comparison of Black and White convicts, participating in a
societal re-entry program“ Data regarding the specific hypo-
theses was obtained through interviews and a questionnaire
administered to a total residential population of 75, in which,
because of their few numbers, only twelve (12) women were in-
cluded.2 The questionnaire consisted of two measures of social
psychological attitudes. The first measure employed was Morris
Rosenberg's Self-Esteem Scale (1965). This scale is made up of
ten Likert type items, allowing one of four responses: strongly
agree, agree, disagree and strongly disagree. 0n Rosenberg's
scale, to avoid the danger of a set response, positively and

3 The second

negatively worded items were presented alternately.
‘measure employed was Neal and Seeman's Powerlessness Scale (1964).
The scale consisted of seven forced-choice items which were
designed to measure the individual's psychological orientation
as to how much (internal) control he or she has over events in
his or her environment as opposed to the view that these events
are beyond his or her control (external).4
In analyzing the results of these teats, it was found
that the Black respondents demonstrated a higher level of self-
approbation than their White counterparts, while at the same
time, their responses also demonstrated lower perceptions of
power. The data suggest that minority status, as defined by

society, was related to self-approbation and perceived power as

opposed to criminal status. However, the data provides us no

Walter B. Hoye II
basis for the establishment of a cause-effect relationship.
It is hoped that the direction of this study will contribute
to the development of penal programs which focus not only on
the individual but, more importantly, on the structural

changes needed in society as well.

 

1A halfway house is used in this study to describe a

place where persons are aided in readjusting to society follow-
ing a period of imprisonment.

2In the women's societal re-entry program only twelve
were participating. Because of the small sample size no statis-
tical inferences will be drawn.

3Information taken from Robinson, J.P., and Shaver, R.P.

Meggures of Social Psychological Attitudes, Vol. III, August 1969,
p. .

4Ibid., p.176.

DEDICATION

May I begin by expressing my heartfelt gratitude and
thanksgiving to my Lord and Saviour Jesus Christ, for without
whose blessings life itself would not be possible. May all
the gold and glory be his whose majesty is unequaled, power
unparalleled, and whose love and mercy is everlasting now
and forever more. Amen. Next in the consecration of this
degree are my Grandparents, Mr. & Mrs. William Hoye and
Mr. 5: Mrs. L.T. Pickens. May they realize that my love is
ever with them. To my parents Mr. 6: Mrs. Walter B. Maya and
sister JoAnn M. Hoye. Their undying love and devotion towards
me and my betterment proved to be boundless and'unwavering.
May they know my love for them is as a raging eternal fire.

To my Aunt and Uncle, Dr. & Mrs. Robert A. Harris and cousin
Shari M. Harris . May they understand that they are a second
set of parents to me and that I love them as if they were my
own. To my Aunt and Uncle, Dr. & Mrs. Thomas Green and cousins
Minti, Gina and Lyric. May they know my love for them is true
and lasting. To all my friends who have shared my sorrows and
happiness. May we see each other again. "In eVer'ything give
thanks: for this is the will of God in Jesus Christ concern-
ing you." From First Thessalonians 5:18, May God bless you all.

ACKNOWLEDGEMENTS

I would like to thank Dr. Peter K. Manning for his
direction and understanding which enabled me to complete
this project. I am indebted to Dr. Ruth Hamilton for her
advice, assistance and understanding early in my graduate
career. I am.grateful to Dr. Barrie Thorne for her guid-
ance and technical assistance in my field work which proved
to be instrumental in this study. I would also like to
especially thank Dr. Richard Thomas for his friendship,
guidance and understanding throughout the course of my
graduate career. Finally, I am indebted to Mr. and Mrs.

Richard Hurst for their time, patience and understanding.

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS . . .

LIST OF TABLES .

LIST OF FIGURES

LIST OF APPENDICES . .

CHAPTER ONE: INTRODUCTION . . . . . .

CHAPTER TWO: CRIMINAL BEHAVIOR.AND SOCIETY.

CRIMINAL BEHAVIOR AND SELF .

THEORETICAL CONTEXT . . .

THE SOCIAL REALITY OF CRIME . . . . . . .

THE SOCIO- CULTURAL CONTEXT . . . . ...

SOURCE OF RESIDENTS TO BE SERVED . . . .

STAFF DESCRIPTIONS . . . . . . . .
CHAPTER THREE: METHOD OF DATA COLLECTION
CHAPTER FOUR: HYPOTHESES

RESULTS . . . .
INTERPRETATIONS . .

CHAPTER FIVE: SUMMARY AND COMMENT .
APPENDICES .
BIBLIOGRAPHY .

iii

Page

. ii
. iv

. vi

Table

O‘UIDLO

10.

LIST OF TABLES

Social Characteristics and Demographics

of Residents for the week of May 19, 1980 .

Average Sentences of Court Commitments
to Federal Prisons, by Race and Offense
(fiscal year ended June 30, 1972)

Self Esteem by Race .

Power Potential by Race .

Power by Race Controlling Time in Program .

Power by Race Controlling for Time in
Program . . . . . . . . . . . . . .

Power by Race Controlled for Education:
Low.

Power by Race Controlled for Education:
High . . . . . . . . . . . . . .

Power by Race Controlled for Age: Ybung
Adult . . . . . . . . . . . . . . . . .

Power by Race Controlled for Age: Adult .

iv

Page

. 26

. 31
. 35
. 36

. 37

. 37

. 38

. 38
. 39

LIST OF FIGURES

Figure Page
1. The Social Reality of Crime . . . . . . . . . 15

LIST OF APPENDICES

Appendix
A. Measures of Social Psychological Attitudes:
Questionnaire . . . . . . .
B. - House Rules used in Societal Re-entry
Program . .
C. Description of the Rehabilitative "Step

Program" used in the Halfway House

vi

Page

46

50

57

CHAPTER ONE

INTRODUCTION

This research seeks to examine the possible differ-
ences between Black and White inmates presently serving
sentences under a societal re-entry programs More specific-
ally, the focus is at the relationship between self-approba-
tion and perceived power potential. An underlying assumption
is that Blacks will demonstrate higher self-approbation while
exhibiting lower perceived power potential scores than Whites.
The central assumption, in relation to the social psycho-
logical attitude measure, is that given criminal status and
similar environments criminal behavior is a function of
societal factors. Moreover, it is assumed that criminal be-
havior is not an inherent characteristic of the individual but
is learned and is socially acquired.5 The central focus of
this research is the notion that criminal behavior is a
phenomenon that can only be corrected by implementing struc-
tural change within society. In this research, I shall expand
upon the contention that an effective campaign against
criminal behavior must begin with a structural "rehabilitation"

of society.

 

5Richard Quinney, The Problem of Crime, New York: Dodd,
Mead, 1970, Chapter 3.

2

This study constitutes the preliminary and explore-
tory phase of a larger research problem in which the ques-
tions of criminal behavior and its relation to society
should be examined in greater detail. In the larger study,
an examination of inmates in prison and halfway houses and
their positions in society might be conducted. Additionally,
comparative data from different states should be collected
in an effort to draw more concrete conclusions and to avoid
statistical bias. This first phase of the study involves the
comparison of Black and White convicts in a halfway house in
Michigan.

CHAPTER TWO

CRIMINAL BEHAVIOR.AND SOCIETY

Contemporary issues such as the formulation of criminal
law, law enforcement, administration of criminal justice,
criminal behavior patterns and social reaction to crime are
socially and legally operationalized phenomena.6 An effort to
examine the problem of criminal status at a macro-level
raises the question of the causes of criminal behavior.

Richard Quinney argues that criminal behavior is related to

the organization of society and that the probability of an in-
dividual being defined as a criminal depends on his or her
position within the various strata of society. This premise

is based on the belief that each social class constructs its
own set of behavior patterns, most of which are operationalized
into definitions of criminal behavior. However, because of the
construction, administration and the enforcement of criminal
laws, most are grounded in the standards of the middle class,
the likelihood that an individual's actions will fall into the
definitions of criminal behavior is therefore largely depend-

ent upon one's location in the societal class structure.

 

6Richard Quinney, The Problem of Crime, New York: Dodd,
Mead, 1970, Chapter 3.

4
Quinney goes on to argue that criminal behavior is

learned behavior and not an innate characteristic of the
individual. He maintains further that, in fact, this be-
havior is not randomly learned but structurally contrived.
This presupposes that in general all forms of behavior are
social in origin and are labeled "good or bad" according to
the criteria of those in power.7 A look at criminal be-
havior and its causes at the micro-level affords one a
clearer view of the more individualistic and/or personal
side of criminal transactions.

Many criminologists have been interested in the
criminal's social psychology. As a result, a significant
amount of criminological research has been devoted solely to
the study of the "criminal". In general the social psychology
of the criminal provides insight into crime and how its pat-
terns of action are determined. This study argues that
social action patterns are created, individually, and are a
source of personal identity. Moreover, social actions repre-
sent the image of social behavior and life that is human in
content.

The framework of social actions that are based upon
humanistic conceptions, can be assembled from the works of
several writers. However, a sociological perspective of

social action can be found in the writings of Max weber.

 

7Richard Quinney, Criminology, Analysis and Critique
$3 grime 33 America, New York, Little and Brown Co. Inc.,
7 , p. .

5
weber had originally argued that the term."Action" is social

and by virtue of its subjective meaning and the actor(s)
involved, it must necessarily allow for the behavior of
others.8 In general, weber holds, human behavior to be
meaningful and goal oriented, and therefore, intentional
with an awareness of the resulting consequences.

A theory in social psychology that is consistent with
much of criminological research assigns meaning and purpose
to all social actions. This notion which is humanistic in
origin, maintains that people construct a sense of self by
being members of society which in turn leads to the engagement
of personal action patterns, some of which will be in direct
conflict with those of the established social/legal order.9
Conformity or nonconformity are important issues in the

development of personal action patterns. Either may be chosen

by the individual in the pursuit of an identity.

CRIMINAL BEHAVIOR AND SELF

Everyone has a notion of self embodied in one's communi-

10

cation and acts. It is by viewing oneself as a distinct and

 

8Max‘Weber, The Theory of Social and Economic Organiza-
tion, trans; A. M. Henderson and Talcott Parson, New York: Free
Frees, 1964, p. 88.

9Quinney, (1975), p. 107.

loQuinney, (1975), p. 108.

6

unique part of society, that one is able to function in an
ever changing world community. Moreover, it is one's ex-
periences which determined how he or she relates to the
world. Consequently, one's actions, by definition, consti-
tute behavior that at least in part has been personally
developed. Action is a function of the relation of the per-
sonal understanding of that action and that which is obtained
from social interaction.11

Quinney informs us that an individual's self-
approbation is in a constant flux (i.e., "always being formed").
How and where people see themselves is a function of such
social factors as age, race, social class, and employment.12
. It follows then that actions are the basis of one's identity
and are grounded in one's own notions and interpretations.
Thus, the self is an ever changing concept. The acquisition
of an identity, according to Quinney, is a crucial moment for
all individuals. However, the way in which one develops a
sense of self varies. For some, the acquisitions of self is
particularly perplexing. When confronted with situations in
one's environment which are beyond the understanding of the
individual, the development of self sometimes tends to become
increasingly crucial and problematic. In turn, events that

circumvent hopes and desires will at times foster the deVelop-

ment of identity crises.

 

llQuinney. (1975). p. 108.
12Quinney. (1975), p. 109.

7

When confronting especially enigmatic circumstances,
people exhibit behavior that is in direct conflict with the
established order. In this case, Quinney's theory of the
social reality of crime argues that it is not surprising
that the actions resulting from.such developments of self
have been defined by those in power to be criminal. A large
amount of criminal behavior can be attributed to individuals
and/or groups who when confronted with certain situations,
found themselves to be lacking and/or deficient in the

capacity to attain their goals.13

A logical result and per-
haps the entire structural basis of criminal behavior is
deliberate violation of the law. Many protests and movements
against unjust or inadequate conditions are often viewed as
conduct'outside of and/or threatening to the existing order.
In such cases the enforcement agents of those in power may be
legally called into action. It is particularly true in.modern
society, that the violation of the social/legal order is more
than just social deviance.14 Criminally defined behavior is
becoming increasingly political in nature, ideological in
orientation and directed toward change in society.

The way in which one acts is a product of one's self-
concept and such actions are known to follow patterns. For

this and other reasons, many action patterns of individuals

are defined by those in power and often eVen by the individual

 

131b1d.

141b1d.

8
himself as criminal conduct. As is all behavior, criminal

behavior is an expression of the actor's comprehension of
certain situations and social events. Moreover, criminal
behavior is meaningful to the actor and is necessarily a

‘means to the end of self attainment.15

THEORETICAL CONTEXT

Several authors have developed ideas relevant to this
research on self and societal re-entry. Marxian theory pro-
vides some insight into the relationship between social
action and social conditions. ‘Marx observed that peOple do
not determine history in and of themselves. They are actors
in a given, nevertheless historically constructed, situation.16
Marx's theories contend that the relationship between man and
social conditions is dynamic and dialectic in nature. He‘
further argues that man's actions and consciousness are rooted
in an historical class struggle, in which self-realization
and social relationships are crucial elements.17 While, in a
deterministic sense, man is the product of his own actions,

he is also one of the historical hands which shape his

surroundings. Man makes history and initiates his own actions.

 

lslbid.

16Karl Marx, The Eighteenth Brumair of Louis Bonaparte,
New York International Publ shing, 1964.

17Ibid.

9
while in a social/historical environment which condition
his possibilities and responses.

Another theory which allows for environmental influ-
ence is Edwin H. Sutherland's theory of Differential
Association. As the cornerstone for the contemporary assess-
ment of the sources of criminal behavior, Sutherland's theory
argues that individuals enter into criminal behavior in the
same way others engage in noneriminal behavior, that is, by
interacting with others. What a person learns from.others,
such as communication skills, motives, attitudes and rational-‘
izations also includes certain forms of anti-social activity.
Thus, an individual's attitudes, motives and way of rational-
izing are all learned responses to what Sutherland calls "un-
favorable or favorable" definitions of the legal order. This
is where Sutherland's proposition of Differential Association
is pertinent to societal re-entry. It argues that one acquires
defined criminal behavior through learned experiences which
tend to encourage one to violate the law as opposed to those
which would tend to discourage one.18

An effort to expand upon Sutherland's theory is Donald R.
Cressey's article: "Changing Criminals: The Application of
the Theory of Differential Association". Cressey argues that

criminal behavior is not only the product of groups but also

 

18Sutherland, E.H., Principles of Criminology, 4th ed.,
Philadelphia, J.B. Lippincott, 1947, pp. 6-8.

10

19 In fact, if criminal behavior

the properties of groups.
is a connate part of groups, it follows then that efforts

to reform.criminal behavior must also be directed at groups.
While this is a logical conclusion, it is nevertheless
problematic when one tries to proceed from theory to praxis.
More specifically, if criminality is attributed to group
relations, there is little that can be done in a clinic or
program.to modify the cause of criminality. However, Cressey
points out that the theory of differential association is
compatible with the theory of group relations and can also be

20

used advantageously in correctional work. As mentioned

previously, the theory of differential association diagnoses
criminal behavior in relation to one's reference group and
the action patterns of which include attitudes, motives and
rationalizations, are procriminal.21 'With this in mind,
Cressey introduces six (6) principles that can be adapted to
correctional programs which are related to the theory of
Differential Association. They are the following:

1. If criminals are to be changed, they must be
assimilated into groups which emphasize values
conducive to law-abiding behavior-and concurrent-
1y, alienated from.groups emphasizing values
conducive to criminality.

19Cressey, Donald R., "Changing Criminals: The Application
of the Thedry of Differential Association," American Journal of
Sociology. LXI (September, 1955), pp. 116-120.

20Cressey, D.R. and Johnson, R.V., "Differential Associ-
ation and the Rehabilitation of Drug Addicts" in Deviance: The
Interactionist Perspective, ed. by E. Rubington and M.S. weinberg,
New York: MacMillan, 2nd edition, 1973.

21Cressey, (1955).

11

2. The more relevant the common purpose of the
group is to the reformation of criminals, the
greater will be its influence on the criminal
members' attitudes and values.

3. The more cohesive the group, the greater will
be the members' readiness to influence the
others and the more relevant the problem of
conformity to group norms.

4. Both the reformers and those to be reformed
‘must achieve status within the group by exhibit-
"pro-reform”, or anti-criminal values and
be vior patterns.

5. The most effective mechaniam for exerting group
pressure on members will be found in group
organized in such a way that criminals are in-
duced to join noncriminals for the purpose of
changing other criminals.

6. When an entire group is the target of change,

as in a prison or among delinquent gangs, strong

pressure for change can be exerted by convincing

the members of the need for a change, thus

making the group itself the source of pressure

for change. 2 _
These principles are grounded in the belief that if criminal
behavior is to be reformed, membership in a noncriminal group
is crucial and association with criminal groups must be
eliminated.

Howard 3. Becker is in agreement with Marx and
Sutherland when he considers the relationship between deviance
and society. Becker's book, Other Side - Outsiders, advanced
a theory consistent with the premises he had formulated in his

23

previous work. According to Becker's notion of deviance,

 

22

23Howard S. Becker, Outsiders: Studies in the Socio-
logy of Deviance, Free Press, New York, 1963, Chapter 1.

Ibid.

12
criminal behavior is the definition by society of any conduct
that deviates from.the realm.of its "conventional norms",
rather than behavior that is inherent in the individual. He
goes on to argue that, in fact, the individual in question
considers him or herself "persecuted by the majority" which
in his or her mind consists of outsiders who have no desire

24 Becker's theory

to understand his or her way of life.
holds that it is the "audience" (society) which eventually
determines whether or not any "episode" of behavior and class
of "episodes" are to be labeled deviant.25 ‘Within this frame
the author addresses such problems as drug addiction, sexual
deviation, mental and physical handicaps, crime and the
resulting legal stigmas.

Because people involve themselves in social action, a
social reality is necessarily created. By interacting with
others, humans construct the world in which they live. Social
reality is comprised of both the meanings and products of
one's social subjective world. An individual adopts personal
action patterns, and thus introduces meaning into his daily
life.26 Thus, according to Quinney, social reality is both a

conceptual and phenomenal reality.

 

24Ibid.

25Howard 8. Becker, The other side: Perspectives on
deviance, New York, Free Press, 1964, Introduction.

26Quinney. (1975), p. 37.

13

THE SOCIAL REALITY OF CRIME

Subscribing to the notion that criminal behavior is
learned and socially defined, one theory which aids in
examining the social/legal order is Quinney's theory of
the social reality of crime. This theory served as a
general guideline for this research. The theory argues
that it is the dynamics of society that affects crime (i.e.,
its social, economic, and political structure). Recognizing
that America is a capitalist society and the fact that
criminal law supports the established order, it is easier
to understand how the social/legal order gives reality to
crime in the United States. This theory argues that every-
thing which comprises the phenomena of crime including the
development and administration of criminal law, criminal be-
havior patterns, and the basis of an ideology of crime, is
related to the existing order. Thus, Quinney's theory is
rooted in a structural analysis of conflict in American
society.

The theory maintains that crime, as a defined human
conduct, is created by the dominant class and that such
definitions are composed of behavior which is not in the
interest of the dominant class. These definitions, which
are now established in the social/legal order, are necessar-

ily administered by those having authority to do so. Moreover,

l4
criminal behavior patterns are constructed in relation to
the established definitions of crime and it is within this
context that peOple are assigned criminal status. Conse-
quently, the ideology of crime is also constructed within
the definitions of criminal behavior and is diffused by
the dominant class in an effort to secure its hegemony.

The social reality of crime, as depicted in the four
boxes, is reasoned in the formulation/application of the
definition of crime, in the development of criminal behavior
patterns which correlated to the context of both the defini-
tion of crime and how such behavior patterns are determined.
As discussed earlier in this study, many social action
patterns of individuals are adopted in relation to the defini-
' tions of appropriate and nonappropriate behavior of those in
power. This research maintains that the development of self
is partially conceptualized and/or realized within the frame-
work of Quinney's social reality of crime as seen in Figure 1.
All of this, of course, is enclosed in the historical class
struggle of society which is necessarily a part of any
theory that considers man in the context of the social condi-

tions in which he lives.
THE SOCIO-CULTURAL CONTEXT
Research Site

This study analyzes a societal re-entry program for

offenders/ex-offenders in a middle size city in.Michigan.

15

FIGURE 1
THE SOCIAL REALITY OF CRIME

 

 

Formulation of’* Application of’
definitions of definitions of

'S
E
crime I crime'
F

Class Struggle
(SELF) and. (SELF)
Class Conflict

 

COnstruction of S Development of Behavior
the ideology of E patterns in relation to

- crime I the definitions of crime
F

 

IAs taken from Richard Quinney (1975), p. 40. The idea
that social reality is mediated by the self was introduced

by the author.

16

The terms, offenders/ex-offenders have been operationalized
in this research to mean people, as defined by those in
authority, having criminal status. Because of the possible
repercussions a study of this nature might entail and in
accordance with departmental standards and practice, all
names and background information will be kept confidential.
Only statistical summaries appear in the final analysis.
The societal re-entry program in question will most often be
referred to as the Halfway House, or in general, the Program.

The halfway house was created because of a community
based need for an alternative to prison and to alleviate the

serious recidivism.rates in the area.27

A citizen group
concerned with the high rate of recidivism, realized that the
first few months of parole is a very critical period, in
“which a formally sentenced individual attempts to find his

or her place in society and during which exists the greatest

danger of the individual returning to prison.28

In January,
1973, the Michigan Department of Corrections instituted a

societal re-entry program, which permits community groups to
be authorized under a "resident home agreement" to accept a

select group of offenders on an early out basis.29 This time

 

27Taken from an interview with the Project Director of
the societal re-entry program.

zalbid.

291bid.

17

period usually begins three to five months before their

earliest date of parole. The official goals of the pro-

gram.are:

1.

To reduce the number of days in prison before
parole for a select group of offenders.

To significantly reduce the number of days a
sentenced individual must remain incarcerated
after he has been recommended for parole.

To significantly decrease the number of parole
violations by residential clients served by
the project as well as the commission of new
crimes by service clients.

To significantly increase the proportions of
clients served by the project who demonstrate
a raster source of personal'responsibility ang
se f sufficiency when compared to their peers. 0

SOURCE OF RESIDENTS TO BE SERVED

The halfway house serves formally sentenced individuals.

However, residential placement in the facility is made by

referral from the courts and the Department of Corrections.

The criteria for residential placement are the following:

Criteria:

1.

2
3.
4

The client must be 17 years of age or older to be
accepted into the‘programs

The client must be a resident of the tri-county
area.

The client must have an arrest record for an
offense of a criminal nature.

The client must meet criteria set by the Department
of CorreCtions.

 

30Michigan Model Cities Program.Variation Grant, 1971.

18

The client must be referred by a criminal
justice agency.

Priorities:

UI-l-‘le-I'

Federal and State institutional releases.
Other institutional releases.

Parolees

Probati ers

Others.

The residents comprising the subjects served by the

program.come from various sources. Among those are:

1.

Early Out - Inmate Status:

Those living In the residence under this particular
referral are finishing their actual sentence at the
program. They are eligible for the program.because
they are 30 to 90 days away from their parole date.

Probation:

An individual who has been convicted of a crime,

but who has been given a probationary sentence, can
be assigned to the societal re-entry program, if the
Probation Officer does not approve of the living
arrangements or feels that he or she can benefit
from the program.

 

Sentenced Individuals:

Individuals who have been convicted of a crime and
instead of being given a jail or prison sentence,
are sent to the halfway house.

Parole:

The program provides accomodations to those who are
eligible for parole, but who have no satisfactory
place to live.

. ‘Offender and Ex-offender:

An individual, who‘has been in trouble with the law
in the past, but who is no lon er on parole or pro-
bation, can qualify for home p acement if it is

.determined.beneficia1 by theProbationOfficer.32

 

31
32

Ibid.

Societal retentry program public handout designed to

give knowledge about the halfway house, 1979.

19

STAFF DESCRIPTIONS

In order to fulfill the goals of the program a staff

has been designed with the intentions of meeting both the

administrative and residential needs of the programs A

summary description of the staff follows:

1.

Project Director: Administrative responsibility
for the overall program. The director shall be
directly accountable to the Board of Directors.

Coordinator of Services: Will work.under the
Project Director and will be responsible for the
Operation of the facility.

Residential Administrator: ‘Will work under the
Project Director and will be responsible for the
operation of the residential facilities.

 

Emplg¥ment Specialist: ‘Will assist the Coordina-
tor 0 Services in helping the clients find

employment.

Programmer: ‘Will assist both the Coordinator of
Services and the Residential Administrator in
rendering professional counseling to the residents.

Resident Manager: Will assist the Residential in
full time coverage of the House.

Securitngerson(s): Will be on duty 24 hours 7 days
a weék. Responsibilities include: signing the
residents in and out, recording incidents or
happenings on the floor on an hourly basis, and in
general assisting the Resident Manager.

Secretary: 'Will assist the coordinator of services
as general receptionist of the service facility.33

On April 9, 1973 the halfway house opened its doors to

its first residents. The program was established to be a very

 

33

Memorandum, Michigan Department of Corrections, Sub-

ject: Funding and Grant Preposals for 1974-75.

20
"structured" environment for the residents. There is a
schedule and the lives of the residents are closely super-
vised. The rules of the house are presented and reviewed
upon the arrival of each new resident. For the first 24
hours, the resident is not permitted to leave the house.
After the first 24 hours the resident is permitted to sign

3" Still the program has 24

in and out, under supervision.
hours supervision and tries to persuade each resident to
adhere to its guidelines. The program.presupposes that one
of its strongest tools for rehabilitation is group involve-
'ment. Thus it directs each resident toward involvements
ranging from house maintenance activities to high schooll
completion courses.35
The residents sleep in a dormitory type setting.
Each resident participates in house maintenance projects.
The program directs its residents toward employment, school,

36 House rules require that a resi-

and vocational programs .
dent also have a savings account and budget his or her money.

The residents in turn are charged for their keep. The program

34Societal re-entry program public handout design to
give knowledge about the halfway house, 1979.

35Ibid.

36Taken from interview with Project Director of the
societal retentry programs

21
establishes a fee based on the resident's ability to pay.
The strategy for this is based on the belief that there can
be little realism in a regimen that provides room and board
for all even for those who "squander their earnings."37
The philosophy of requiring residents to begin providing for
themselves as soon as they are able, is emphasized. For many
this means that they have to pay their own way beginning on
the first day of arrival. For others, without funds and with
limited earning power, some kind of economic support may be
necessary all through the program and perhaps for a time

38 However, each resident is required to shoulder

39

thereafter.
as much of his or her share of the load as possible.
Generally, a resident spends between three to six months in
the house. After that period of time, he or she will leave
the program in one of four ways:
1. Graduation:
When the resident has stayed the proper length of

time and fulfilled all responsibi ities to the'
program and to the State.

 

2. Tetal Discharge:
When the resident has not made attempts to help
himself or work with the program to help himself,
he is totally dischar ed from.the program after
evaluation by the sta f.

 

 

37Ibid.

38
Manager.

39
Manager.

Taken from interview with the'Wbmen's Residential

Taken from interview with the Men's ReSidential

22
3. S lit:
WEen a resident enters the program.and feels he
cannot make the necessary adjustments, he then
takes his belon ings and leaves the program
‘without permiss on of the staff.
4. Transfer:
K resident can be transferred to another program
that better suits his needs an example woul be
a drug program.in the'area.40
Residents of the halfway house are still under insti—
tutional sentences and are technically in the custody of the
State. If such a resident absconds, he or she will be
treated as an escapee. Life in the program is structured
and regulated by the House Rules. These rules are general in
nature and similar to those which university students adhere
to in a dorm. While there are obvious differences in the
comparison; the house rules are designed to allow the staff a

41 The staff, at

flexible hand in any set of circumstances.
any time, may or may not enforce house rules applicable to a
given situation. The philosophy behind this strategy is
that the "security and goodwill" of all can be realized in
this manner.42
When an individual first arrives, he or she is closely
watched and leisure time is restricted. Until a resident

gets a job an 8:00 p.m~ curfew is enforced. It is at this

 

4°Ib1d.

41Taken from interview with a Men's security person.
The House Rules are listed in Appendix B.

42Taken from interview with Project Director of the
Societal retentry programs

23
point that the residents begin participating in a program
called "Step" which is designed to gradually teach the
resident the responsibilities needed to diffuse back into

43 As the resident moves up in the step program the

society.
8:00 p.m~ curfew is eXtended to 9:00 p.m~, 10:00 p.mc, and
finally to 11:00 p.m. Whenever a resident leaves the house

he or she must sign out by indicating his or her where-
abouts, how he or she can be reached and when he or she is
expected back. When a resident starts working he or she

must pay rent, according to his or her earnings and must
budget his or her money and account for all expenditures

with receipts. I .

During a typical week in the program, a resident goes
to work (or goes looking for work), attends at least one
meeting with the Parole Officer and Administrator, performs
two to three house duties, fills out a budget form and any
other assorted individual business or personal appointments.44
During a resident's free time.most see friends/family and
attend recreational and entertainment facilities (e.g., parks,

45

movies, etc.). Advancement in the program is based on how

closely one follows the rules. Actions which are contrary to

 

43See Appendix C.

44Taken from the seVeral conversations my field research
afforded me with both male and female residents.

451pm.

24
the rules can result in the restriction of leisure time, a
longer stay in the program, or, in the most serious cases,

an individual may be returned to prison.46

 

46A resident was recently sent back to prison because‘
he was found to have'been drinking alcohol. This is a
violation of the House Rules.

CHAPTER THREE

METHOD OF DATA COLLECTION

The research design involves a comparison of Black
and White convicts participating in a halfway house setting
in Michigan. Hypothesis testing will be used as the over-
all methodology. Data regarding the specific hypothesis
has been obtained through interviews and a questionnaire
administered to a sample residential population of seventy-
five (75), out of 87, in which only twelve (12) women were
included.47 Twelve (12) women in the societal re-entry pro-
gram were interviewed. Because of the small sample size no
analysis was undertaken. The questionnaire consisted of
two measures of social psychological attitudes.48 The first I
is Rosenberg's Self-Esteem Scale which measures the individual
perception of self in society. The second measure of social

psychological attitudes is called the Powerlessness scale,

devised by Neal and Seaman (1964). It consists of seven

 

47The total number of residents changes almost weekly
due mainly to residents completing the'programs This total
is accurate for May 19, 1980.

48See Appendix A.

25

26

TABLE I. SOCIAL CHARACTERISTICS AND DEMOGRAPHICS OF RESIDENT

FOR THE WEEK OF MAY 19, 1980.

 

87 clients entered program, 78 discharged

Ages ranged from 18 years to 52 years

Total positive discharges

(graduation, transfers, parollees, etc.)

Total negative discharges
(escape, return to custody, etc.)
Currently in program

Out of the total - positive discharges:
(graduation, transfers, parolees, etc.)

total number - 47

successful
returned to criminal justice system
other: (died, no information
possible, discharged less than
six months ago)
For those graduates where statistical
data is relevant, 24 out of 36 or
66-2/3% are successful.

To complete programs

12% weeks minimum
42 weeks longest

Average time to complete program
22.3 weeks
Median time to complete program
20.5 weeks

Married
Separated/divorced/widowed
Single

Total

No children

1-2 children

3 or more children
Total

Black

White

Chicano

American Indian
Total

Number
47

9

24
12
ll

10
31
46

22
46
19

48
35

Percentagg
60.26%
39.74%

51.06%
25.53%
23.41%

11.50%
35.63%
52.87%

25.29%
52.87%
‘21.84%
IUUTUUZ'

55.17%
40.23%
3.45%
1.15%

27
TABLE 1. (Continued . . .)

 

' Number ' Percentage

Median age-all clients - 25
Average age-all clients - 26.28

Median number of children- all clients - 1
Average number of children-all clients - 1.41

 

mr‘ 1"

forced-choice items, which are designed to measure the in-

dividual's psychological orientation as to hoW“much (internal)
control he or she has over events in his or her environment
vs. the view that these events are outside his or her control
(external).

Because of location and access to the persons in
question, given to me from both the Men's and WOmen's
Residential Directors, I was able to administer the question-
naire in person. In general I would meet with the individua1(s)
by appointment or when involved in my field research I would
simply stop one of the residents, introduce myself and my

project, and read the questions to him or her.

CHAPTER FOUR

HYPOTHESES

Generally it is assumed that minority group members
experience lower self-approbation than majority group
members because of unfavorable comparisons. These unfavor-
able comparisons, such as less education, stigmatized family
structures and lower class positions are, in fact, not
grounded in connate characteristics of the individual but
are themselves consequences of prejudice and discrimination.
However, putting minority group status aside, the individual
will use these measures of self-approbation as a basis for
comparing himself or herself with others, and it is only
comparisons done in this light that can be damaging to an

individual's self-approbation.49

Consequently, for example,
Blacks may have low self-approbation not because he or she
is Black, but because he or she is more likely, as opposed
to their racial counterparts, to be an occupational failure
due to the racial prejudice and discrimination directed

against Blacks.

 

49Morris J. Rosenberg, Conceiving the Self, New
York: Basic Books, 1979, Chapter 6.

28

29
According to Morris Rosenberg, while widespread
academic Opinion conclude that members of minority status
should experience low self-approbation, everything stands
solidly in support of this conclusion except evidence.
Evidence was yielded by the surveys taken in the sixties

and seventies.50

As one reviews the evidence it is diffi-
cult to see how it can support the view that members of
‘minority ethnic groups have lower self-approbation than
majority groups. While the evidence, like all research,
has its limitations, no reasonable reView of the evidence
can justify the conclusion that Blacks have lower self-
approbation than Whites. The overwhelming assemblage of
evidence suggests they do not.

As self-approbation is formulated and circumscribed
by significant others, so is criminal sentencing. Moreover,
the sentencing of criminally defined individuals is based
on the discretion of others. In this first phase study,
criminal sentencing will be used as a vehicle for studying
the differences in perceived power among Black and White in-
mates. Discretion in sentencing is done in full awareness
of the offender. More often than not, it is the offender's
characteristics as opposed to the crime committed which

d.51

determines the weight of the sentence receive As seen

 

501bid., pp. 151-157.

51Richard Quinney, Criminology: Analysis and Critique‘
of Crime in America, Little Brown, 1975, p.222.

30
in Table 1, there is a tendency in America for Blacks and
other nonwhites to bear heavier sentences than Whites.
White offenders on the average received sentences of 43.3
months as compared to Blacks and nonWhites who on the
average receive sentences of 58.7 months.

It is estimated that one out of every 26
Black men between the ages of 25 and 34 is
either in jail or prison on a specified day,
compared to one out of every 163 white men in
the same age group. During any year one out
of every three to four Black men in their
early twenties spends some time in prison,
jail, on parole, or on probation. By the time'
a Black man in America is twenty-five years of
age (perhaps even earlier) he has in all
probability had some serious encounter with the
criminal justice system, and there is a good
chance he has spent some time behind bars.

For most Whites, especially affluent Whites,
the criminal justice system is an abstraction.
Except in rare instances, it does not directly
impinge on their lives. For young Blacks, the
repressive arm of the law - arrest, probation,
jail, prison - is an immediate reality.52

Individuals who threaten the existing social/legal
order are restrained by means of the criminal law; Criminal
interdictions are given to those who are defined as criminals.
Thus, definitions of crime precede the responses which in
turn produce the policies of crime regulation.53 A criminal

sentence can be inflicted upon a citizen who breaks the law.

The sentence's main objective is to stand as a warning to

 

522m: Olin Wright,” The Politics of PunisMent: A
Critical Analysis of Prisons ianmerica (New York: HarperIE’
Row, I973), pp. 26, 31-34.

53

 

 

R. Quinney, 1979, p. 225.

31

TABLE 2. AVERAGE SENTENCES OF COURT COMMITMENTS TO FEDERAL
PRISONS, BY RACE AND OFFENSE (FISCAL YEAR ENDED
JUNE.30,1972)

 

Average’sentences
(in‘months)g

Whites NonWhites

Offenses in which nonWhites
have longer average sentences

than Whites
Assault 51.1 81.2
Burglary 41.8 43.1
Drug laws 51.9 73.5
Embezzlement 26.9 31.0
Escape 20.1 46.0
Forgery 34.1 40.1
Immigration 10.4 14.0
Income tax 14.2 30.7
Juvenile delinquency 35.0 36.1
Selective Service acts 29.3 38.6

Offenses in which Whites

.have longer average sentences

than nonWhites
Counterfeiting 45.3 44.0
Extortion . 56.0 51.4
Firearms 44.9 37.8
Fraud 34.5 33.0
Kidnapping 248.8 219.0
Larceny 39.5 33.3
Liquor laws 20.4 14.8
National security laws 66.9 24.0
Robbery ‘ 138.3 130.3
Securities 45.9 44.9

Average sentence for all offenses 43.3 58.7

 

Source: U.S. Department of Justice, Federal Bureau of
Prisons, Statistical Report, Fiscal Years 1971 and
1972 (washington, D.C.)., pp. 60-61.

32
the people that transgressions against the state will result
in punishment or deprivation. Levying criminal sentences
for a defined offense is the state's way of controlling
those who do not abide by its dictates. Quinney points
out that to be Black, lower class, and to have little educa-
tion increases the likelihood that one will be processed
through the criminal system - and more severely - than others
not found in this category. Quinney concludes that criminal
justice in.America is dispensed in terms of the controlling
order and is in reality a means for preserving that order.
In light of these and other facts of American life, I anti-
cipate White demonstrating greater perceived power than
Blacks and Blacks experiencing greater self-approbation than
Whites.

. While societal re-entry was not researched in depth
in this study, it is an assumption of this investigation
that increased self-approbation based upon non-criminal
activities will increase the probability of a successful
re-entry into society. This, in turn, can be measured in
terms of a decline in the recidivism.rate.

Most of the research done in criminology is con-
cerned with the causes of criminal behavior. Quinney points
out however, that there are many "structured sources" of
criminal behavior and that among them are three basic types
of "social structures" that pattern criminally defined

behavior: 1. age and sex; 2. social class, and 3. ethnicity

33

54 While all three are components of society, the

and race.
variable sex will not be examined in this study. In con-
nection with this report, criminal status and societal re-
entry are being viewed as both a part and a product of the
process of conflict and change and the political and econo-
mic structure of society. In addition to the variables of
race, age, education and time in the program, the notions
of self-approbation and perceived power potential will be
studied in this research. The hypotheses to be examined are:

Hl Black inmates will eXperience higher self-
approbation than Whites.

H2 White inmates will experience higher per-
ceived power than Blacks.

H3 When controlling for time in program.Blacks
will still demonstrate lower perceived
power than Whites.

H4 When controlling for education, Blacks will
still demonstrate lower perceived power
than Whites.

When controlling for age, Blacks will still
demonstrate lower perceived power than Whites.

RESULTS

A result was considered significant if the probabil-
ity of its occurrence was at or below the .05 IeVel.
The first hypothesis concerned itself with self-

approbation, stating that Black inmates will have higher

 

54Qu1nney. (1975), pp. 99-105.

34
self-approbation than Whites. In Table 1 a chi square
score of 6.35, significant at the .01 level was reported.
The second hypothesis, Whites will have higher perceived
power than Blacks, was strongly supported by the data,
as seen in Table 2, with a chi square score of 16.54,
significant at the .0001 level. The third hypothesis
tested was that Blacks would still demonstrate lower per-
ceived power than Whites when controlling for time in pro-
grams In testing this hypothesis, time in program.was
dichotomized into short and long time periods. The teams
short and long have been operationalized in this research
to describe time periods of three (3) months or less and
more than three (3) months, respectively. In examining
this hypothesis while controlling for both short and long
time periods, chi square scores of 7.56 and 7.90 with res-
pectively aligned significance levels at .0060 and .0049
were found in support of the hypothesis (See Tables 3 and 4).
The fourth hypothesis, that Blacks will still demonstrate’
lower perceived power than Whites when controlling for
education, was not supported as strongly. As observed in
Tables 5 and 6 analysis reVealed a chi square score of 1.18,
significant at the .28 level for low education (i.e. less
than 12th grade). However, when controlling for high educa-
tion (i.e. 12th grade or more), a very strong chi square of
12.61, significant at the .0004 level was exhibited in support

of the hypothesis. The final hypothesis asserted that when

35
controlling for age, Black inmates will still demonstrate
lower perceived power than Whites. Again the variable age,
was dichotomized into young adult and adult. The terms
young adult and adult were operationalized as those less
than twenty-five (25) and those twenty-five or Older, res-
pectively. This hypothesis was differentially supported
when controlled for age. Among the younger inmates a chi
square Of 3.2, significant at the .07 level was found.
(reported in Table 7). However, in Table 8 one finds the
hypothesis supported among Older inmates, a chi square of

12.8 significant at the .0003 leVel was established.

TABLE 3. SELF-ESTEEM SCORE BY RACE '

 

 

RACE
- WHITE BLACK ROW

SELF-ESTEEM SCORE _ . TOTAL
LOW ‘ 21 16 37
50 . 77.
HIGH 9 27 35
49 . 3‘7.
COLUMN 30 43 73

TOTAL 41. 17. 58. 97. 100. 0

CORRECTED CHI SQUARE = 6.34 SIGNIFICANCE - .0118
WITH 1 DEGREE OF FREEDOM

36

TABLE 4. POWER POTENTIAL.BY RACE

 

POWER POTENTIAL
HIGH

LOW

COLUMN
TOTAL

CORRECTED CHI SQUARE - 16.53

 

RACE
WHITE BLACK
23 II
7 32
30 43
41.1% 58.9%

WITH 1 DEGREE OF FREEDOM

SIGNIFICANCE -

ROW

TOTAL
34

46.6%

39
53.4%

73
100.0

.0001

TABLE 5. POWER BY RACE CONTROLLING TIME IN PROGRAMI

 

POWER POTENTIAL
HIGH
LOW

COLUMN
TOTAL

CORRECTED CHI SQUARE - 7.55

Short Time Inmates

 

RACE
WHITE BLACK
17 10
5 19
22 29
43.1% 56.9%

WITH 1 DEGREE OF FREEDOM

SIGNIFICANCE = .0060

37

TABLE 6. POWER BY RACE CONTROLLING FOR TIME IN PROGRAM

 

Long Time Inmates

 

RACE
WHITE BLACK ROW
POWER POTENTIAL 6 1 TOTAL
7
HIGH 1 . 8 s
2 13 3 1;
LOW 68 . 2%
COLUMN 8 14 22
TOTAL 36 . 4% 63 . 6% 100 . 0

CORRECTED CHI SQUARE I 7.90 SIGNIFICANCE - .0049
WITH 1 DEGREE OF FREEDOM

TABLE 7. POWER BY RACE CONTROLLED FOR EDUCATION: LOW

 

 

RACE ‘
WHITE BLACK ROW
TOTAL
pom—:1: POTENTIAL
4 5 9
HIGH 33.3%
3 15 8
LOW 66. 77.
comm: 7 20 27
TOTAL 25.9% 74.1% 100 0

CORRECTED CHI SQUARE 8 1.18 SIGNIFICANCE = .2771 (N.S.)*
WITH 1 DEGREE OF FREEDOM

*
Not significant

38

TABLE 8. POWER.BY RACE.CONTROLLED FOR EDUCATION: HIGH

 

 

RACE

WHITE BLACK ROW

TOTAL
POWER POTENTIAL

l9 6 25
HIGH 54.3%
. 4 17 21
LOW 45.7%
COLUMN 23 23 46

TOTAL 50.0% 50.0% 100.0

CORRECTED CHI SQUARE - 12.61 SIGNIFICANCE - .0004
WITH 1 DEGREE OF FREEDOM

TABLE 9. POWER BY RACE CONTROLLED FOR ACE: YOUNG ADULT

 

 

RACE

WHITE BLACK ROW
POWER POTENTIAL TOTAL
9 4 13
HIGH 43.3%
5 12 17
LOW 56.7%
COLUMN 14 16 30

TOTAL 46.7% 53.3% 100.0

CORRECTED CHI SQUARE - 3.23 SIGNIFICANCE - .0723 (N.S.)
WITH 1 DEGREE OF FREEDOM

39
TABLE 10. POWER BY RACE CONTROLLED FOR.AGE: ADULT

 

 

RACE

WHITE BLACK ROW
TOTAL
POWER POTENTIAL '14' .7 21
HIGH 48.8%
2 20 22
LOW 51.2%
COLUMN 16 27 43

TOTAL 37.2% 62.8% 100.0

CORRECTED CHI SQUARE - 12.88 SIGNIFICANCE - .0003
WITH 1 DEGREE OF FREEDOM

 

INTERPRETATIONS

Merrie Rosenberg Offers a clear rationale for the
support Of the first hypothesis. Rosenberg claims that
while it is true that Blacks are not highly regarded by
others in society and are not compared favorably in important
social categories which determine prestige in society, the
conclusion that Blacks should experience low self-approbation
is erroneous. He argues that while this conclusion is
logically reached, it is nevertheless, done so in the "face
Of certain contrary to fact assumptions". According to
Rosenberg the notions necessary to reach the conclusion that
Blacks have lower self-approbation than Whites are assump-
tions grounded in the belief that Blacks are in full aware-
ness, agreement and view the implications Of these assumptions

as interpersonally and personally relevant and significant.

40
It is not hard nor neCessarily wrong to assume that Blacks
are aware Of their plight in America. There is ample
evidence which can support this notion. However, to also
assume that Blacks will believe these criticisms to be
personally relevant and interpersonally significant, is in-
accurate. While the evidence which supports these studies
first hypothesis is not exhaustive and extremely uneVen, it
nevertheless, is in agreement with other research done in
this area.

In examining the last four hypotheses in this
research the data would suggest that race is the dominant
factor in one's perception of power. While Obviously there
are others, and perhaps equally as strong determinates Of
perceived power, this analysis nevertheless presents a strong
pattern in support Of race. Much like human behavior, per-
ceptions Of power are also socially and historically defined
and therefore, necessarily affect one's social actions. Un-
questionably beCause Of racial prejudice and discrimination,
Blacks in American society do not share equal power with
Whites, particularly economic and political power. This
present. fact of American life, as expected, transcended all
other variables in this research and is congruent with the
theOries previously mentioned in this first phase study con-

cerning man and his relationship to society.

CHAPTER FIVE

SUMMARY AND COMMENT

Within the limitations Of the data research all
five hypotheses were either strongly supported or strongly
lent themselves to a supporting pattern. The differences
in self-approbation between Black and White inmates
correlates well with other studies in this area.55 The
differences in perceived power and its consistency through-
out the study among Black and White inmates is in order
with the expectations Of this research. Some possible ex-
planations concerning the differences in self-approbation
and perceived power potential have preViously been Offered.
While a separate analysis focusing on women was not attempt-
ed, for reasons discussed earlier in this research, their
responses were included in the overall investigation. After
having talked at length with both male and female residents,
it is my Opinion that while their settings are different,
many of their problems and complaints are the same. This is
perhaps due to the fact that both programs Operate under

the same design.

 

55Morris J. Rosenberg, (1979), Chapter 6.

41

42

The first phase study has several serious limit-
ations. Socio-economic status has been shown to be sig-
nificantly related to perceptions of self and power.56
Mbreover, no measures Of SES were included in this research.
Secondly, the administrative circumstances such as lack of
trust Of me on the part Of therespondents, grounded in
the belief that I in some way, could be related tO the pro-
gram and therefore, have an effect on their program status,
may have affected responses in the interviews and question-
naire in crucial ways. This possibility may have produced
"low risk" responses in the interviews and false choice(s)
of confident and/or powerful answers in the questionnaire.
Thirdly, the comparison Of Black and White inmates is weak-
ened by the impossibility Of establishing a complete census.
Given the assurance Of anonymity, those inmates who chose
not to be completely honest, may in fact, share similar sets
Of characteristics that could seriously alter the analysis.
Fourthly, the research itself is weakened because it is
based in a single time period. Perhaps an investigation
developed over a long period Of time, compared with a control
group, would strengthen the results Of this analysis. In
retrospect, it seems Cressey's model combined with Quinney's

would have formed the basis for a more complete study. By

 

56Richard Quinney, (1975), Chapters 6 and 7.

43

incorporating Cressey's micro level analysis Of the program
‘with Quinney's macro level analysis Of crime and its rela-
tion to society a more indepth overall analysis would have‘
been possible.

In addition to the integration of the ideas Of
Cressey and Quinney, different social psychological measures
should be used. The tests used in this research, in.my
Opinion, do not address or consider Black experiences which
are crucial in the development and maintenance of self-
approbation. In the case Of the test used to measure per-
ceived power, how one votes or if one feels his or her vote~
will make a difference does not necessarily test perceived
power. Perhaps questions concerning whether one believes or
not one can survive while unemployed or with an annual
salary below the defined poverty level, would be more appro-
priate tests of power for Blacks. Mereover, these issues are‘
matters Of domain in character. Mere specifically, how one
votes or feels about one's voting can be considered within
the domain Of the White middle class. The degree Of skill
needed to survive in a low income environment which can be
considered a relevant question within the domain Of the
lower classes.

If I were to do further research, I would compare
Black and White inmates on a larger scale. This research
would include both prison and halfway house inmates in an

effort to provide a more concrete analysis. Additionally, a

44

review Of Black social psychology would also be in order.57
Further, this research would allow a comparison Of Black
and White inmates who have only participated in prison
reform vs. those who have only experienced the rehabilita-
tion Offered in a halfway house. This comprehensive long
range study would provide a clearer picture Of the penal
system and its relationship to criminal status and societal
re-entry.

While this research primarily focuses on self-
approbation, perceived power and race, a discussion concern-
ing the organization Of the halfway house program studied
seems appropriate.

Following a review Of the goals and rules Of the
halfway house, the results of many weeks spent in field
research and Cressey's six principles for effective correc-
tional programs, it is concluded in this study that the pro-
gram.in question is not adequately designed for Operative
rehabilitation and/or societal re-entry. In contrasting
the halfway house tO Creasey's six principles, it is clear
that the program studied does not alienate the individual
from groups conducive to criminality or place emphasis on

reformation Of criminal behavior. It is not a close group

 

57Kenneth B. Clark, Dark Ghetto: Dilemma Of Social
Power. Forward by Gunnar Myrdal, New York, Harper & Row,
1965, Reginald L. Jones, Black Ps'cholo' (New York: Harper
& Row, 1972), and Louis N. Williams, Black Psychology: COMP
elling;lssues & Views (Washington, D,C} University Press
O America, 1978) are primary sources.

45
and those participating in the group, both staff and resi-
dents, do not achieve status within the group by demon-
strating noncriminal behavior. Also, the program.does not
apply group pressure as defined in Cressey's fifth and sixth
principles. The design of the halfway house seems to be
more concerned with 2£dg£_than with effective reform. In
light Of these and other Observations, this research
seriously questions the correctional impact Of this program,
It is the tenet Of this study that the program is procedural
in content as Opposed to structural and therefore Offers
little in the reformation Of criminal behavior which is

crucial to the process Of societal re-entry.

APPENDIX A

46

SELF-ESTEEM SCALE (Rosenberg 1965)

AGE

SEX

RACE

EDUCATION

TIME IN PROGRAM

SELF ESTEEM SCORE

POWER POTENTIAL

Variable: This scale was designed

to measure attitudes toward the

self along a favorable-tO-unfavorable
dimension and was constructed for use
in a large scale surv ey of high
school students.

Description: The author desi ned the
Self-Esteem Scale with severe cri-
teria in mind. One was his conception
Of self-esteem.

When we speak Of high self-esteem. . .
‘we shall simpl ‘mean that the indivi-
dual respects himself, considers himr
self worthy, he does not necessarily
consider himself better than Others,
but he definitely does not consider
himself worse, he does not feel that
he is the ultimate in perfection but,
on the contrary, recognizes his limit-
ations and expects to grow and improve.

The ten items are Of the Likert type,
allowing one Of four responses;
strongly agree, agree, disagree, and
strongly disagree. In Rosenberg's
study, positively and negatively
worded items were presented alternately
in order to reduce the danger Of res-
ponse set.

1. I feel that I'm a person Of worth,
at least an equal plane with

 

Others.

1 Strongly agree
2 Agree‘
*3 ‘ Disagree

 

*4‘ ‘ ' Strongly disagree

2. I feel that I have a number of
good qualities.

1 Strongly agree
2 rec
*3 ' D sagree
*4 ' ' “ Strongly disagree

 

47

A11 in all, I am.inclined to
feel that I am.a failure.

*1 Strongly agree
*2 Agree
3 Disagree

 

4 Strongly disagree

I am able to do things as well
as most other people.

 

 

l Strongly agree
2 Agree
*3 Disagree
*4 Strongly disagree

I feel I do not have much to be
proud of.

 

 

*l Strongly agree
*2 Agree
3 Disagree
4 Strongly disagree

I take a positive attitude to-
ward myself.

1 Strongly agree

Agree
*3 _Disagree
*4 _Strongly disagree

On the whole, I am.satisfied with
myself.

 

 

l Strongly agree
2 ‘ Agree
*3” ‘ ’Disagree
*4 ' Strongly disagree

I wish I could have more respect
for myself.

 

 

*1 Strongly agree
*2 ree
3 “ D sagree
4"‘ Strongly disagree

I certainly feel useless at times.

 

*1 Strongly agree
*2 ‘ Agree
3 Disagree

4 Strongly disagree

48
10. At times I think I am no good

 

at all.
*1 Strongly agree
*2 Agree
3 ’Disagree
4 Strongly disagree

*Response indicates low self-esteem.

THE POWERLESSNESS SCALE

Variable: The measure used here
defines powerlessness as "low
expectancies for control Of events,"
with the events being in terms of
‘mass society (e.g., control over
politics, the economy, etc.).

Description: The scale consists

of seven forced-choice items, which
were reduced from.sn original pool

of 50 items via pre-testing (actually
12 items were employed in this study
but only 7 were found to be scalable.)
The items were ori inally devised to
measure the indivi ual's psychological
orientation toward homeuch (internal)
control he had over events in his
environment vs. the view that these
were outside his control (external).

One point is given for each response
in the powerless (i.e., external)

direction, makin scores range from 0
(high power) to (high powerlessness).

l. I think we have adequate means
for preventing runaway inflation.

* There's very ittle we can do to
keep prices from going higher.

2? Persons like myself have little
chance of protecting our personal
interests when they conflict with
those of strong pressure groups.

49

I feel that we have adequate
ways of coping with pressure
groups.

3. A lasting world peace can be
achieved by these of us who
work toward it.

* There's very little we can do to
bring about a permanent world
peace. 5

4.* There's very little persons like
myself can do to improve world
Opinion of the United States.

I think each of us can do a
great deal to improve world
Opinion of the United States.

5.* This world is run by the few
people in power, and there is
not much the little guy can do
about it.

The average citizen can have an
influence on government decisions.

6.* It is only wishful thinking to
believe that one can really in-
fluence what happens in society
at large.

People like me can change the
course of world events if we
make ourselves heard.

7.* More and more, I feel helpless
in the face of what's happening
in the world today.

I sometimes feel personally to
blame for the sad state of
affairs in our government.

*
Response indicates powerlessness.

APPENDIX B

50
HOUSE RULES

"These rules are designed to allow the staff flex-
ibility. In any given set of circumstances. These rules
may or may not be enforced. The security and goodwill of
everyone living here is our Onl concern. The staff in-
charge will use their discretion and that decision will
stand.

GENERAL

1. House responsibilities must be done by 7:00 p.m. and
checked by staff before signing out for any reason.
If not done you will be restricted to the house that
evening.

2. NO one is allowed to take anything out of the house with-
out staff permission.

3. Prescription drugs must be kept by center staff and dis-
pensed by staff only upon a doctor's order as indicated
y the prescription.

4. Vulgar language in front of staff members can result in
a‘misconduct.

5. You cannot sleep on the furniture on the first floor O
the house. -

6. You must keep up good personal habits (hygiene) while you
live here for your own benefit as well as for others who
ive here.

7. Residents will be fully clothed when on first floor.

8. Resident wash days are Tuesday and Thursday. Linen is
washed on Friday. Nobody washes on Wednesday or weekends
‘without staff approval.

9. All beds must be made neatly - with gold blankets on top.

10. You must report all problem situations or critical problems
to the staff.

11. There will be no loaning, borrowing, or selling of
possessions among residents without staff permission. If
such exchanges are made without staff permission the staff
'will not be held responsible for the money or possessions
or recognize reCeipts for goods.

12.

13.
14.

15.

16.
17.
18.

19.
20.
21.

22.

23.

24.

25.

26.

27.

51

If you are too sick to go to work, you are also too

sick to go anywhere else except the doctor (bringing back
proof that you were there). Report it to the staff
immediately.

Green house will remain locked when not in use.

NO smoking in dorms, kitchen or by the telephone, dining

room, and basement.

REASON: Our wooden residential house is flammable and we
have women who are asleep at different times in
the building, it is a danger to life, health,
and safety, if a fire were to start in the
house due to smoking or open flames in one of
these prohibited areas.

No one is allowed in the green house next door on.weekends
for any reason.

Packages must be checked going out or coming in.
No alcoholic beverages or drugs are permitted in the house.

Possession of any weapon or any object, located or use of
which indicated it is a weapon is prohibited.

You may not smoke, eat, or drink anything in your room,
Residents must be up by 8:00 a;m.

Individual responsibilities, bathroom and dishes are done
seven days a week, beds are made and dorms kept clean seven
days a week.

The resident phone is not in use between 1:00 a;m, and

6:00 a.ms Also, the time limit on the resident phone is
ten'minutes.

Inmates cannot drive without permission regardless of
whether or not she has a driver's license.

When requested by the staff, you shall submit to periodical
chemical tests for detection of drugs.

Residents are not allowed to sit on any tables, T.V., or
the stereo in the house.

Socks or shoes must be worn in the House. Bare feet are a
health hazard, also shirts must be worn on the first floor.

Any damage to house or equipment will be paid for by person
responsible.

52

28. Showers:

29.

30.

31.

a. Residents should shower or bathe every day and take
care that the shower curtains are inside the shower
stall or tub when taking showers. If the floor gets
wet, wipe or mop it up.

b. No radios or tape players in the bathroom. (Reason:
These appliances develop very high voltage and are a
cause of many deaths by electrocution in areas where
water is present.

Food of any nature isn't allowed in living room, bathrooms,
basement or dorms.

Getting up times and bed times

a. Getting upL
l. goggay through Friday, all residents will get up by
a..m.

2. Saturdays and Sundays residents may sleep until
noon.

All incoming property must be on inventory sheet. If it is
new property, it must be accompanied by store receipt. If
it is used property, it must be accompanied by receipt

, from individual forwarding it.

KITCHEN

1.

Dinner is served at 5: 45 P .M. All residents will sit down
together and eat at that time. The table will be promptly
cleaned and food put away. If you do not eat at meal time,
you do not eat.

Nobody will cook during noon time on weekdays without
staff permission.

No food or drinks can leave this house unless staff author-
zes it.

Food should be eaten in dining area only.

Kitchen towels are for kitchen use only. They are not for
personal use by anyone.

You cannot cook without staff permission.
If you cook, you.immediately clean up all dishes.

Only one resident at a time allowed in basement.

53

 

VISITORS

1. No visitors are allowed beyond the living room.

2. Visiting hours are from 6:00-9:00 p.ms on weekdays.

Others must have written permission from.staff for visits.

3. Must check in and sign in with staff.

PROGRAM

1. YOu are expected to obtain and maintain employment or be
in an approved training programs

2. You must meet your financial obligations to the Center,
you shall account for income and expenditures.

3. Residents who net $56.00 or more per week.must pay $28.00
on a weekly basis. If net earnin s are less than $56.00
per week, rent will be one-half 0 net earnings.

4. Rent is paid on Fridays in the form of a money order made
out to New Way In, Inc.

5. Residents who are employed must pay for their own medical
bill unless instructed by parole office.

6. All bank books are kept in the office. All checks must be
budgeted and approved by staff. All withdrawls must be
approved by staff. All money must be accounted for.
Failure to pay rent on prescribed date may result in dis-
ciplinary action.

7. Weekly evaluations are held for all residents every Menday
at 1:00 p.mt at the resident house unless working or ex-
cused by staff.

8. If you are a state inmate you must see Rolene here on
Mendays.

9. Temporary furloughs must be requested only on Sunday even-
ings.

10. Before being evaluated for extended furlough, a resident
must have been involved in community programs for a minimum
of ninety (90) days or spend onethalf of their remaining
time from arrival date to the S.G.T. minimum: whichever
is greater.

CURFEW

1. You are confined to the Center the first twenty-four (24)

hours you.are here.

54

Residents can sign our for four hours until employed.

If you are not working you must report to the house
between 11:00 a.m. and 1:00 p.mi (lunchtime) and 5:00 p.ms
and 6:30 p.m. (suppertime).

YOu shall be in the residence between the hours of

11:00 p.ms and 6:00 a.ms The hours of curfew are subject
to individual status and employment variations and must
be verified by staff.

Residents are required to maintain a daytime and night
time sign in/out sheet.

YOu shall use the front door only, except in cases of
emergency.

Residents have violated curfew even if they are one minute
late.

No one signs out to visit from 8:00 a;m. to 5:00 p.m. un-
less they are working nights.

YOu.must have staff permission to go anywhere; otherwise
you are in an unauthorized place.

After work you must report to the house before going any-
place else.

RESTRICTED AREAS

No one is allowed on the fire escape.
No resident is permitted to be in another resident's dorms

No loitering on the front porch or out in the front for
any reason.

No one is allowed in the basement after 11:00 p.ms

OUTSIDE OF HOUSE

 

1.

If you are involved in any incidents outside of the house
(police, fights, etc.) it should be reported to staff
immediately.

Do not yell from front porch or yard.

No socializing outside of the house with the men from the
YMCA New Way in program.

55

4. If you are fired, laid off, sick or get off work early
come back to the house immediately.

FREE TIME

 

A. For every five minutes you are late from your expected
time back (without calling), you lose one-half hour the
next morning.

B. No sign out after 10:00 p.m.
SIGN IN/ OUT PROCEDURES

A. Residents may not leave the house without the permission
of the staff in char e. Failure to sign out means auto-
matic twenty-four (2 ) hour restriction.

B. Residents must, when leaving have their sheet signed out
by staff on duty.

PROGRAM INFORMATION

Social Restriction: May not have visitors, may sign out
to work, business and medical
appointments. Two hours on Saturday
and two hours with family on Sunday
(approved by Rolene by Friday).
While 'on social restriction, no step
evaluation. One week after restric-
tion, with no rule infraction, you
may receive an evaluation.

Receipts: Must be labeled (what was purchased,
date and your name). Save than and
turn than into Rolene at Monday night
parole meeting.

Pal Phone Use: Please be considerate 'of other resi-
dents , by not tieing up the phone for
long periods of time. Also, no in-
coming phone calls past 12:00 a.m.
(midnight), unless an emergency -

Do not accept any collect phone calls.

Sheets/Towels: Linen is assigned on your first day
in. It is your responsibility to
maintain clean linen. Laundry days
are Tuesday and Thursday and with
staff permission, on weekends.

Wake-Ups:

Visitors:

Signing In/Out:

56

Before you go to sleep, tell staff
on duty what time you need to be
awakened. At that time, staff will
knock on your door and tell you what
time it is. They will only give two
wakeéup calls.

Hours 6:00 p.ms - 9:00 p.mA or your
curfew; whichever is earliest.
Visitors must sign in book and show
I.D. (except your children.) No I.D.,
no visiting. NO visitors in rooms.

While in house residents must be

signed in. While unemployed, residents
may sign out for no more than four
hour periods of time. While employed,
may sign out for eight hour periods of
time.

APPENDIX C

57

Description of the rehabilitative "Step Program"
used in the Halfway House

Residents: Upon completion of requirements for each step

(and a minimum of two weeks will be allowed to do so), you may
request to move ‘to the next step during an evaluation meeti
Evaluation meetings will be held individually. Regardless 0
requirements for attending evaluation meetings, you must com-
plete individual contracts and turn than in with budget forms
each week. When you receive a Social restriction you may not
be evaluated during a) the time you are on Social restriction
and/or b) for that week in which you receive the restriction.

ORIENTATION:- During orientation destinations will be very
closely monitored. May not sign out to destination without
phone number. May sign out for - hours intervals only.

STEP ONE

Rules must be followed with no infractions.

. House duties must be completed as assigned.

Resident may shop for necessities with staff permission,

all receipts must be given to staff.

Resident will fill out budget form and individual contract

each week. May not cash check without turning in budget

form. Check stubs are to be attached to budget forms.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting

facts during an evaluation meeting.

Resident must attend weekly group counseling session.

Resident must attend weekly house meetings.

Resident must sign in/ out morning, afternoon and evenings.

At no time more than 8 hours.

10. Resident will attend weekly evaluation meeting (to be com-
bined with parole meeting).

11. Resident must meet with counselor twice a week.

12. Resident must be 'On floor by 9:00 p.m. every night.

13. Resident must secure either full or part time anployment.

14. During Step One all money with regard to savings account
must be earned through work.

15. Residents will open savings account. Must have 510.00 in
savings account. Staff will assist resident wit u gating
to meet obligations and save $200.00 neCessary for graduat-
ing from the program.

16. Resident will explain why she deserves Step 2 during evalu-
ation meeting.

17. Before resident can move to Step 2, must have 2 pieces of
identification such as State I.D., Social Security Card,
Birth Certificate, or New Way In I.D.

18. Resident will be on Step 1 for two weeks.

«P WNH

\OmN ChUI

I-‘I-‘Kom \IO‘ U k WNH
Ho. 0 o e o e - e e o

HHH
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15.
16.
17.

Hooow O‘U‘I b WNH

58

STEP TWO
Third week!

Rules must be followed with no infractions.

House duties must be completed as assi ed.

Resident may shop for necessities wit staff permission,
receipts must be given to staff.

Resident may not cash check until budget form with pay
stub attached is turned in and signed by staff.

Resident will fill out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly group counseling sessions.
Resident must attend weekly house meetings.

. Resident must sign in/ out morning , afternoon and evening.
. Resident will attend weekly evaluation meeting (to be com-

bined with parole meeting).

. Resident must meet with counselor twice a week.
. Resident must be on floor by 10 p.m. every night.
. Staff will assist resident with budgeting to meet obliga-

tions and save $200.00 necessary for graduating from the
program.

Resident must have accumulated minimum of points.
Resident must have $20.00 in savings account.

Resident will explain why she deserves Step 3 during
evaluation meeting.

STEP THREE

Rules must be followed with no infractions. .

House duties must be completed as assigned.

Resident may shOp for necessities with staff permission,
receipts must be iven to staff.

Resident will fil out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly group counseling session.
Resident must attend weekly house meetings.

Resident must sign in/out morning, afternoon, evenings.

. Resident will attend weekly eValuation meeting (to be 'com-

bined with parole meeting).

. Resident must attend individual session with counselor

once a week .

. Resident must be on floor by 11 p.m. every ni ht.
. Residents may apply for 24 hour furloughs, ta k with parole

Office about home investigation.

. Residents must have accumulated minimum of points.
. Residents must have $35.00 in savings account.
. Resident will explain why she deserves Step 4 during evalu-

ation meeting .

HQCDV O‘UI # WNH

I—'
l-‘

HHHHH
<7anpr

HOQN O‘UI -F LIONH

59
STEP FOUR

Rules must be followed with no infractions.

House duties must be 'completed as assigned.

Resident may shop for neceSsities with staff permission,
receipts must be iven to staff.

Resident will fil out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting

. facts during evaluation meeting.

Resident must attend weekly group counseling sessions.
Resident must attend weekly house meetings.
Resident must sign in/out morning, afternoon.

. Resident will attend weekly evaluation meeting (to be

combined with parole meeting).

. Resident must attend individual session with counselor once

a week .

. Resident must be on floor by 11 p.m. every night.

. Resident may apply for 24 hour furlough.

. Resident must have accumulated minimum of __ points.

. Resident must have $50.00 in savings account.

. Resident will explain why she deServes Step 5 during evalu-

ation meeting .
STEP FIVE

Rules must be followed with no infractions.

House duties must be completed as assigned.

Resident may shop for necessities with staff permission,
receipts must be given to staff.

Resident will fill out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit, change jobs prior to presenting
facts during evaluation meeting.

Resident must attend weekly group counseling session.
Resident must attend house meeting.

Resident must sign in/ out morning, afternoon and eVening.

. Resident will attend weekly evaluation meeting (to be com-

bined with parole meeting).

. Resident will attend weekly evaluation session with

12.
13.
14.
15.
16.

counselor once a week.

Resident must be on floor by 11 p.m. every night.

Resident may apply for 48 hour furlough.

Resident must have accumulated minimum of‘ ' ‘ points.
Resident must have $70.00 in savings account.

Resident will explain why she deserves Step 6 during evalu-
ation meeting.

xooou GM 4‘ WNH

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HO

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l-‘ l-‘H
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O O

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16.

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60
STEP SIX

Rules must be followed with no infractions.

House duties must be completed as assigned.

Resident may shop for neCessities with staff permission,
receipts must be given to staff.

Resident will fill out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly group counseling session.
Resident must attend weekly house meeting.

Resident must sign in/ our morning, afternoon, and evening.

. Resident must attend bi—weekly evaluation meetings.
. ReSident must attend individual session with counselor

once ‘a week .

. Resident must be on floor by 11 p.m. every night.

. Resident may apply for 48 hour furlough.

. Resident must have accumulated minimum of points.
. Resident must have $90.00 in savings account.

.~ Resident will explain why she deserves Step 7 during

evaluation meeting .
STEP SEVEN

Rules must be followed with no infraction.

House duties must be completed as assigned.

Resident may shop for necessities with staff permission,
receipts must be iven to staff.

Resident will fil out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly group counseling session.
Resident must attend weekly house meeting.

Resident must sign in/ out morning, afternoon and evening.
Resident must attend bi-weekly evaluation meetings.
ReSident must attend individual session with counselor
once a week.

. Resident must be on floor by 11 p.m. every night.
. Resident may apply for 48 hour furlough.
. Resident must have accumulated minimum of ' points.

Resident must have $115.00 in savings account.
Resident will explain why she deserves Step 8 during
eValuation meeting.

. Resident must have full-time anployment before you may

move to Step 8.

HHOGN O‘UI P UNH
Ho. 0 e e o e o e 0

HH
CON

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own.»

\OQN O\Ul # “NH

6 1
STEP EIGHT

Rules must be followed with no infractions.

House duties must be completed as assigned.

Resident may shop for necessities with staff permission,
receipts must be given to staff.

Resident will fill out budget form and individual contract
each week.

Children may visit floor with staff permission.

Resident may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly group counseling session.
Resident must attend weekly house meeting.

Resident must sign in/ out morning, afternoon and evening.

. Resident must attend bi-weekly evaluation meetings.
. Resident must attend individual session with counselor

once a week .

. Resident must on floor by 11 p.m. every night.
. Resident may alplply for 48 hour furlough.
. Resident must
. Resident must have $140.00 in savings account.
. Resident will explain why she deserves Step 9 during

ave accumulated minimum of points.

evaluation meeting .
STEP NINE

Rules must be followed with no infractions.

House duties must be completed as assigned.

Resident may shop for neCessities with staff permission,
receipts must be iven to staff.

Resident will fil out budget form and individual contract
each week.

Children may visit floor with staff permission.

ResidaTt may not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must attend weekly roup counseling session.
Resident must attend weekly ouse meeting.

Resident must si 11 in/ out stating destination only in the
morning and at n ght .

. Resident must attend bi-weekly evaluation meetings.
. Resident must attend individual session with counselor

once a week .

. Resident must be on floor by 11 p.m. every night.

. Resident may apply for 48 hour furlough.

. Reeident must have accumulated minimum of points.
. Resident must have $170.00 in savings account.

. Resident will explain why she deserves Step 10 during

evaluation meeting .

(D \l O‘U! 4‘ UNH

62
STEP TEN

Rules must be followed with no infractions.

House duties must be completed as assigned.

Residents may shop for necessities, receipts must be

given to staff.

Resident will fill out budget form and individual contract
each‘week.

Children may viSit floor with staff permission.

Resident may- not quit or change jobs prior to presenting
facts during an evaluation meeting.

Resident must sign in/out stating destinations only in the
morning and at night.

Resident will attend individual session with counselor
once a week.

Resident must be on floor by 11 p.mc every night.

. Resident may apply for 48 hour furlough.
. Resident must have $200.00 in savings account prior to

graduation.

. Resident will finalize their plans for after graduation.

BIBLIOGRAPHY

63
BIBLIOGRAPHY

Books
Becker, Howard S. Outsider: Studies in the Sociolo of
Deviance, Free Press,_New York, I963, CHEpEer I.

The other side: Perspectives on deviance , New
YOrk, Free Press, 1964, Introduction.

 

Jones, Reginald L. Black Psycholggz (New York: Harper &
Row, 1972).

Marx, Karl. The Eighteenth Brumair Of Louis Bonaparte,
New York InternationalTublishing, 1964.

Quinney, Richard. The Problem of Crime, New York: Dodd,
Mead, 1970.

. Criminolo Anal sis and Criti ue of Crime in
America, New York, LIttIe and Brown Co. Inc., I975.
Reckless, welter. The Crime Problem, 4th ed., New York:
Appleton-Century-Crofts, I967.
Rosenberg, Mbrris J. and R. Simmons. Black and White Self-

Esteem: The Urban School Child,fiwashington,D.C.:
American Sociological Association, 1971.

 

Rosenberg, Merrie J. Conceiving the Self, New York: Basic
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Sutherland, E.H. Princi les of Criminolo’ , 4th ed.,
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