Cultural Diversity Issues in the Correctional Education Classroom

My position on cultural diversity in correctional education and learning is to create a learning environment that is safe, respectful, and encouraging. I work in a cultural diverse environment and I have found that by understanding and respecting the beliefs of others helps to create a more peaceful atmosphere. However, as a future correctional educator it is my duty to not only to educate inmates but to be their mentor. This is possible by developing my awareness of cultural diversity in the classroom. By expanding my knowledge and understanding of the individual needs of my students both culturally and emotionally will lead to new ideas to ensure the transfer of learning both inside and outside the classroom. According to Spry (2003) a correctional educator needs to possess various skills in addition to the ordinary classroom curriculum and practices. She believes that “a correctional educator should posses a basis in multi-cultural awareness, human relations, psychology, and diversity understanding” (p. 75).

There are many programs that teach cultural diversity in the workplace and rehabilitation education. I have found the best cultural diversity concepts for correctional education is Spry’s (2003) philosophy because she provides first-hand knowledge of being a white, female correctional educator in a predominately African American, male prison classroom (p.75). She developed this philosophy by creating components to consider when dealing with diversity issues. Spry (2003) discusses the challenges in teaching in the Michigan Department of Corrections. Her first challenge was dealing with the cultural gender role and other diversity concepts that come with taking a job in a male correctional setting. Another challenge she faced was redevelopment of base line skills such as study habits, classroom practices, and moral diversity because of the majority of students entering into prison are middle-aged and often are a functional illiterate. This issue of age diversity leads to dealing with the cultural issues related to relearning basic classroom skills later in life (p. 75). In the Nevada prison system the average age of male inmates is thirty-two (Legislature Counsel Bureau, 2012) and frequently have a reading level of lower than an 8th grader (NDOC, 2012). I find Spry’s inside knowledge helpful in developing the necessary diversity concepts for the correctional setting.

Spry’s (2003) philosophy is based on several components dealing with cultural diversity concepts and issues in the correctional education setting. She created her own way at looking at diversity. The first component focuses on dependability. Dependability is based on the educators ability to portray the educational material in a dependable way by showing students they can depend on them to support and encourage their personal growth and learning. In addition, the students must show dependability by displaying their desire to learn by participating in class activities and discussions. This component builds a sense of self-worth and helps change the patterns of responsibility by demanding accountability in classroom, regardless of race, gender, or other demographic characteristics. This component is important because it develops a student’s dependability skills which in turn will better prepare students for staying out of prison once released (p. 75-76). Other components address integrity, validity and new ventures, enthusiasm, reliability, reasonableness, realistic goals, and reachability of instructor, sympathetic and sensible, idealistic and intelligence, tolerance, and yearning (p. 76-77). All of these components can help to address the issues of cultural diversity in the correctional setting.

References

Legislative Counsel Bureau. (2012, January). Policy and Program Report. Corrections. Retrieved from http://www.leg.state.nv.us/Division/Research/Publications/PandPReport/29-C.pdf

NDOC. (2012). Nevada Department of Corrections website located at Nevada Department of Corrections

Spry, S. A. (2003). Making diversity in correctional education classrooms work for correctional educators and incarcerated students and workers. Journal of Correctional Education, 54(2), 75-78. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=4&hid=6&sid=64a10114-4491-4e3e-ad8e-253cd95dd3d3%40sessionmgr10

Contemporary Cultural Diversity in Correctional Education

In Nevada, approximately 24% of prisoners released reoffend within 36-months of their release date (Livingston, 2009, p. 20). The key to any prisoner’s success after release is determined by the offender’s ability to integrate back into the community and by avoiding further convictions after release. There have been several studies conducted on the effectiveness of educational programs and how they contribute to reducing recidivism rates. These studies have shown that prisoners who attend educational programs during their sentencing are less likely to reoffend after being released (Cochrane, 2011). However, does contemporary cultural diversity effect the quality of the inmates education?

What is Contemporary Cultural Diversity?
Contemporary cultural diversity is a group of people residing in a geographical location in modern day whose beliefs differ in numerous ways from that of one's neighbor as a result of religious and spiritual practices, family values, morals, and ethnic background (Tarver, 2001).

Have you had any issues with cultural diversity? Please comment!!!

References

Livingston, A. (2009).  Nevada Department of Corrections fiscal year 2009 statistical abstract.  Retrieved from http://www.doc.nv.gov/stats/annual/fy2009.pdf

Tarver, M. (2001). Rehabilitation Strategies for Diverse Inmate Populations: Considerations for Recreational Therapists, Counselors and Educators, 167-171. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=4&hid=5&sid=c20d3b53-4f6f-41eb-9cf6-6c63c5f156d6%40sessionmgr14.

Learning in Prison

Participation in postsecondary programs in correctional settings remains low,
despite evidence of positive outcomes and a recent emphasis on postsecondary
education as a means to meet labor market demands. For example, recent
national surveys showed that postsecondary academic and vocational
programs were available at between 35% and 42% of correctional facilities and
that only about 5% of the inmate population participated (Erisman & Contardo,
2005; Stephan, 2008). Postsecondary programs represent a relatively small
part of the education programming available in the nation's prisons and their
availability is often limited by funding, prison school resources and staff, and
the availability of local education providers. Postsecondary programs in prison
tend to focus on vocational education and most are delivered via onsite
instruction and through partnerships with local community colleges. While
access to the Internet is unavailable in nearly all prison settings, distance
education (e.g., via telecourses, interactive television, and correspondence
courses) is also widely used to deliver these programs (as cited in Journal
of Correctional Education). What do you think about higher education in prison?