Lack of Staff Diversity in Prisons - Research Paper Example

?Lack of Staff Diversity in Prisons April 22, There has been a dramatic increase over the past few decades in the number of women who enter the field of corrections and in fact, there is reported to be significantly more women employed in jails and prisons than men. This has resulted in gender-based issues relating to corrections employment that needs examined in the research. In addition, there has been a significant increase in the number of women who are being incarcerated in today’s prisons and this too has affected and served to change the face of the environment for those employed in prisons corrections facilities. Added to this is the diverse racial and ethnic population in today’s prisons, the diverse levels of education of the prison population, the lack of diversity of staff in the corrections system and the need for educational support that is equitable for all prisoners. Lack of Staff Diversity in Prisons Introduction There has been a dramatic increase over the past few decades in the number of women who enter the field of corrections and in fact, there is reported to be significantly more women employed in jails and prisons than men. This has resulted in gender-based issues relating to corrections employment that needs examined in the research. In addition, there has been a significant increase in the number of women who are being incarcerated in today’s prisons and this too has affected and served to change the face of the environment for those employed in prisons corrections facilities. Added to this is the diverse racial and ethnic population in today’s prisons, the diverse levels of education of the prison population, the lack of diversity of staff in the corrections system and the need for educational support that is equitable for all prisoners. I. Existing Problems The problems existing in today’s corrections system are diverse in nature and are related specifically to the growing number of women being incarcerated as well as women who are employed in the corrections system. The work of Lambert, et al (2007) entitled “Gender Similarities and Differences in Correctional Staff Work Attitudes and Perceptions of the Work Environment” report that job stress experiences variation by gender and a study reported having been conducted at three Midwestern prisons states finding that “no relationship between gender and job stress was found.” (Lambert, et al, 2007, p.18) A separate study conducted of correctional officers at a Southwestern correctional facility reports findings that “no significant relationship between gender and job stress” was found. (p.18) In yet another study conducted among Pacific Northwest correctional officers findings show that “…female and male staff had similar levels of burnout in terms of emotional exhaustion and personal accomplishment.” (Lambert, et al, 2007, p. 18) Findings show that female and male respondents “generally reported the same level of job stress.” (Lambert, et al, 2007, p. 18) Lambert et al (2007) reports that the research on differences in corrections to date on gender issues is “rather mixed. There is support that men and women differ in some areas, while in other areas, there appears to be no gender difference between correctional officers and their works and work attitudes.” (p.19) Britton (1997) reports conclusions from a qualitative study that “gender was important in how correctional staff perceived their work environments” although quantitative studies are reported to have found no differences. However, other quantitative studies did find differences in this area of study. The work of Reijnders (1996) entitled “A Library Service for Multicultural Groups in Dutch Prisons” reports that many of the prisoners in the Netherlands are not able to understand Dutch and this results in isolation for these prisoners. However, delivery of books in the language of the prisoners assists in easing the time they are incarcerated. However, gathering a collection of foreign books that are diverse in nature is costly therefore, there was a center of support for foreign language created. Library service for multicultural groups is emphasized in Reijnders work to support foreign languages among inmates. Also identified as a problem in today’s prisons are the difficulties that prisoner’s have with higher level learning in educational pursuits, which incidentally is the focal point of rehabilitation of prisoners. Higher-level learning, “can contribute significantly to the universal aim of prison which is to reintegrate and place prisoners on the wider landscape occupied by civil society.” (Wilson, nd, p. 8) Tarver (2001) writes in the work entitled “Rehabilitation Strategies for Diverse Inmate Populations: Considerations for Recreational Therapists, Counselors and Educators” that changes in the demographics of the United States has served to affect the prison and jail programs which have as their focus the rehabilitation and restoration of inmates to society. Female inmates increased 336% over the past decade and this in addition to the large population of minority individuals incarcerated in U.S. prisons. Also identified as a problem in today’s prisons are the difficulties that prisoner’s have with higher level learning in educational pursuits, which incidentally is the focal point of rehabilitation of prisoners. Higher-level learning, “can contribute significantly to the universal aim of prison which is to reintegrate and place prisoners on the wider landscape occupied by civil society.” (Wilson, nd, p. 8) Watts (2010) echoes these specific difficulties in her work entitled “Teaching a distance higher education curriculum behind bars: challenges and opportunities” in which reported is that there is an absence of a supportive environment for learning in today’s prisons and furthermore educational pursuit in today’s prisons is reported to be marginalized and priority placed on such as basic skills including literacy and numeracy and their contribution to life skills. Additionally reported are both practical and organizational restraints to higher educational pursuits in today’s prisons with prisoners being transferred with little or no notice barring them from completing education programs in which they are involved. The work of Watts highlights the importance of tutorial support for higher-level education in the corrections system. This is demonstrated in the literature to be a problem globally in the corrections system . There has been a breakdown in the system and it has been recognized and reported in the work of Karowitz and Kenner (nd) entitled “Education as Crime Prevention: the Case for Reinstating Pell Grant Eligibility for the Incarcerated” reports as follows: “Nearly one and a half million individuals are housed in adult correctional facilities in the United States. The United States Department of Justice reports that the typical offender is undereducated, unemployed, and living in poverty before incarceration." (p.1) It is reported that inside the U.S. prisons that 19% of adult inmates are illiterate and approximately 60% are functionally illiterate. (Karowitz and Kenner, nd, paraphrased) This is compared to the national adult illiteracy rate at 4% with up to 23% functionally illiterate adults. (Karowitz and Kenner, nd, paraphrased) It is reported by the National Institute of Justice Report to the U.S. Congress that prison education “is far more effective at reducing recidivism than boot camps, shock incarceration of vocational training.” (Karowitz and Kenner, nd, p. 4) Demographics of the prison population are stated to be quite diverse in nature and to be comprised of various races and nationalities. The work of Muth (nd) reports that as of June 30, 2006 state and federal prisons in the United States held 88,776 non-citizens.” (p.81) Muth reports that Latinos make up the largest group of incarcerated non-citizens. In nine states 408 percent of adult Latino men are incarcerated. In ten states, Latino men are incarcerated at rates between five and nine times greater than those of white men. IN eight states, Latina women are incarcerated at rates that are between four and seven times greater than those of white women.” (nd) Suggestion for Resolution of Improvement of the Operations of the Corrections System The work entitled: “Correctional Counselors: Roles, Work Environments, Conflicts, and Challenges” reports that the large population in the corrections system has resulted in the need for “educated counselors who have the knowledge, skills, values and motivation to work with correctional clients. Competent counselors should be able to play an effective role in counseling multicultural clients, adhering to social justice, discerning the client’s true problems, selecting and implementing interventions, and reducing recidivism.” (nd, p.3) There is stated to be a “mismatch between the demand for correctional counselors and the supply. According to the U.S. Department of Labor (Occupational Outlook Handbook, 2006-2007) employment in this field (probation officers and correctional treatment specialists) is projected to grow about 9 to 17% through 2014. In addition to the job openings as a result of growth, many jobs will be created by replacement needs, especially by the expected retirement of large numbers of correctional staff. “ (p.2) According to this article counselors : (1) assist correctional clients in reaching their highest level of growth, development and well-being; (2) are required to work inside and outside the correctional system; and (3) are given many opportunities to develop and apply counseling theories and practice. (Occupational Outlook Handbook, 2006-2007, p.4) It is stated that multiculturalism in the criminal justice system places an emphasis on the fact that “culture is knowledge that is learned, not inherited.” (Occupational Outlook Handbook, 2006-2007, p.4) Centre for Excellence in Training and Learning, Pike and UNECO Centre, School of Education, Irwin (2006) report in the work entitled “Improving Access to Higher Education and Distance Learning in Prisons” that offenders “are an extremely vulnerable layer of society; they are far more likely to have truanted or been excluded from school and are more likely to have left school with no qualifications. Often the standard classroom environment offered in prison is not appropriate or is not at the required level to meet their individual educational needs. Access to higher education (HE) and distance learning (DL) are required to develop the confidence and skills to gain meaningful employment on release and to open new doors to rehabilitation.” (Pike and Irwin, 2006) It is stated in Pike and Irwin (2006) that there is “poor media and public perception of the distance learner in prison; the sensational media coverage provides the public with a very negative image. The prison service, whose prime purpose is to protect the public, does not attempt to dispel these myths. The study group suggested a number of actions, aimed at raising awareness of the benefits of higher education but these are not discussed in this paper.” (Pike and Irwin, 2006) The second point made is that there is a need for an “adapted pedagogy which effectively identifies the unique prison culture and environment.” (Pike and Irwin, 2006) Reported is a study on the links between formal and informal education and changes were noted as needed in the prison officer in terms of both their roles and their preparation through education and training including all staff involved in educational processes. Finally noted is the need for the use of modern technological advances and specifically appropriate internet use toward the provision of education and particularly higher-level education in the corrections setting in order to bridge the existing digital divide. Matria (2008) is stated as having noted: “Equality of access should be at the core of any strategy for social justice and, in this context; provision of flexible education widens access and improves equal opportunities.” (in: Pike and Irwin, 2006, p. 3) It is reported in the work of Pike and Irwin (2006) that the primary barrier identified was the “attitude of the prison service and the fear of misuse.” (p.3) However, research trials have shown that the e-learning initiative is successful through use of secure platforms in the use of this technology in prisons. It is expected that once the knowledge gained from the trials is shared that this will serve to alter the attitude of both prison and probation services. The specific example stated is that of the Swedish Virtual Campus model” described as follows: “…a completely new system of Internet-based education in the Prison and Probation Service (Nordic Prison Education, 2005). They have successfully integrated all their prisons within one network, enabling specialist distance education through ‘email’ across prisons. Trials are ongoing in prisons in two English regions based on the Virtual Campus model (Home Office, 2006). The Programme for Offender Learning and Resettlement Information Services (POLARIS) is a proof of concept trial, managed by the UK’s National Offender Management Service (NOMS), with secure web access in seven prisons in London. If successful it will be rolled out to other prisons in the UK, and the OU is seeking to become an accredited provider” (Pike and Irwin, 2006, p.4 ) Summary and Conclusion It is clear that a new model is needed for higher-level educational provision in today’s’ corrections system and the model adopted by the Swiss and in the Netherlands shows great promise in effectively assisting with the reform and restoration of prisoners in the correctional system. This will necessarily involve individuals to fill the roles of tutors which is a supportive role geared toward educational support in the corrections system coupled with media and public relations information and release of study findings to support distance education via the internet with supporting tutors and language specific support to all those individuals presently incarcerated and entitled to equal access to education in the corrections system setting. Recommendations Recommendations arising from this study include a recommendation that additional and proactive research investigate the potential of the development of a model such as described herein by the United States corrections system. References Coley, RJ and Barton, PE (2006) Locked Up and Locked Out: An Educational Perspective on the U.S. Prison Population. Policy Information Report. ETS. Educational Testing Service. Princeton, NJ. Retrieved from: http://www.ets.org/Media/Research/pdf/PIC-LOCKEDUP.pdf Karpowitz, D. and Kenner, M. (nd) Education as Crime Prevention: The Case for Reinstating Pell Grant Eligibility for the Incarcerated. Bard Prison Initiative. Bard College. Annadale-on-Hudson, NY 12504-5000. Retrieved from: http://www.bard.edu/bpi/pdfs/crime_report.pdf Lambert, E.G., Paolline, E.A., Hogan, NL, and Baker DN (2007) Gender Similarities and Differences in Correctional Staff Work Attitudes and Perceptions of the Work Environment Lovrich, NP (1993) Gender, and Jail Work: Correctional Policy Implications of Perceptual Diversity in the Work Force. Policy Studies Review, Spring/Summer 1993. Vol.12, Issue1. Muth, Bill (nd) A Reading Components Assessment of English Language, Literacy Learners in U.S. Prisons. Retrieved from: http://www.theliteracyinstitute.org/projects/pdf/LESLLA%20Research5.pdf Reijnders , Katrina (1996) A Library Service for Multicultural Groups in Dutch Prisons. Journal of Correctional Education; Sep1996, Vol. 47 Issue 3, p127-132, 6p, Tarver, ML (2001) Rehabilitation Strategies for Diverse Inmate Populations: Considerations for Recreational Therapists, Counselors, and Educators. Journal of Correctional Education; Dec2001, Vol. 52 Issue 4, p167-171, 5p Watts, Jacqueline (2010) Teaching a distance higher education curriculum behind bars: challenges and opportunities. Open Learning. Feb 2010, Vol. 25 Issue I. Read More