Educational Histories of Incarcerated Male Felons with an Emphasis on Perceptions of School, Causes of Dropping Out, and Participation in Prison Educational Programs.

Autor/in	Stephens, Robert T.
Titel	Educational Histories of Incarcerated Male Felons with an Emphasis on Perceptions of School, Causes of Dropping Out, and Participation in Prison Educational Programs.
Quelle	(1990), (187 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Adult Education; Adults; Attendance; Behavior Problems; Correctional Education; Criminals; Dropout Attitudes; Dropout Characteristics; Dropout Rate; Drug Use; Grade Repetition; Institutionalized Persons; Poverty; Prisoners; Role Models; Special Needs Students; Transfer Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Anwesenheit; Fürsorgeerziehung; Straftäter; Drug consumption; Substance abuse; Drogenkonsum; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Armut; Prisoner; Gefangener; Identifikationsfigur; Sonderpädagogischer Förderbedarf; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	A study of a random sample of 220 male inmates at New York State's Sing Sing Correctional Facility was conducted in the summer of 1989. Questionnaires were distributed directly to the inmates. A questionnaire in Spanish was administered when appropriate. It was found that 79 percent were high school dropouts, including 78 percent of the black respondents, 69 percent white, and 87 percent Hispanic. Dropouts experienced a significantly greater rate of grade retention, school transfers, misbehavior, poor attendance, and poor academic performance than did graduates in prison. They also had significantly less extracurricular activity. Major reasons for dropping out were wanting to work and being bored with courses. In their last 2 years of school only half had had contact with a counselor. Adverse socioeconomic conditions and poor role modeling probably contributed to dropping out and criminality. At the time of arrest only 52 percent of the dropouts were employed, compared to 71 percent of the graduates. Both graduates and dropouts exhibited prevalent drug use, gang affiliation, and relatively low income. Most dropouts regretted their decision to drop out. Eighty-five percent of the sample had participated in the prison's educational programs. Of the 173 dropouts, 103 had acquired a General Educational Development (GED) diploma, with 89 acquiring the GED in prison. Sixteen previous dropouts and 11 graduates attained college degrees while incarcerated. (English and Spanish questionnaires and a 10-page bibliography are included.) (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC