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
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