NCJ Number
211688
Journal
Journal of Correctional Education Volume: 56 Issue: 3 Dated: September 2005 Pages: 228-252
Date Published
September 2005
Length
25 pages
Annotation
Fifteen African-American inmates at a men's maximum-security institution were interviewed about why they participated in correctional education; social relationships; and issues regarding links among culture, motivation, and the pursuit of education.
Abstract
The most often reported reasons for attending education classes was to socialize with other inmates, consistent with the cultural emphasis of African-Americans on interpersonal relationships. Other motives for attending classes were getting out of the cell, getting some fresh air on the walk to and from the school building, getting school pay, exchanging contraband, and doing "business." Some of the men had specific objectives for attending classes, such as learning how to write a letter to a judge, learning how to operate a business, preparing for good jobs after release, and learning how to develop a lifestyle alternative to crime. None of the men pursued education for its own sake, but rather as a means to a desired end. This suggests that educational content and goals should focus on the practical application of what is taught to inmate needs and interests, so they can apply and appreciate the practical value of what they learn. Further, teaching methods should take into account the social interaction desired by the inmates. 37 references