Long Term Effects of Juvenile Correctional Confinement

Erickson, Gina; Schaefer, Shelly

doi:10.5772/intechopen.94922

Cited by 3 publications

(2 citation statements)

References 57 publications

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“…Lastly, we note that incarceration has not shown positive impacts on the educational, health, or future employment prospects for young people (Barnert et al, 2017;Erickson & Schaefer, 2020). As prison abolition continues to gain traction globally, our engagement as prison and abolitionist educators requires that we consider the "source of people suffering," as Kaba mentioned, to then work collectively across geographies, especially in education and schooling, to foster a politic centered around solidarity struggles.…”

Section: Discussionmentioning

confidence: 93%

Solidarity Incarcerated: Building Authentic Relationships With Girls of Color in Youth Prisons

Cabral

Annamma

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

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Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severely for original crimes. Although prison education has offered educational opportunities, such as the chance to get a diploma or GED, most of it has been found to be remedial and irrelevant to the lives of incarcerated disabled Girls of Color. Focus of Study: In this article, we unraveled the complexities and nuances of solidarity within prison education classrooms with disabled Girls of Color. Using a disability critical race theory (DisCrit) Solidarity lens while analyzing a sociocritical literacy course, the empirical research question was: What are the affordances and constraints of DisCrit Solidarity with disabled Girls of Color in a youth prison? Research Design: Our qualitative study took place in a maximum-security youth prison in the Midwestern part of the United States. This study was part of a larger one-year project that included 16 incarcerated disabled girls, mostly Girls of Color, who enrolled in a credit-bearing sociocritical literacy course designed and taught by the principal investigator and teaching team. Our full corpus of data included interviews with the girls (23) and adults in the youth prison (6), classroom observations (25), education journey maps (10), focus groups (4), fieldnotes (20), and classroom artifacts (21). Data for this study focused on the interviews with the girls, observations, fieldnotes, and class materials. Conclusions/Recommendations: Our analysis illustrated the affordances and constraints of solidarity in prison classrooms with incarcerated disabled Girls of Color. The affordances included tangible moves that the girls identified as solidarity, the need for solidarity to make critical pedagogy and curriculum impactful, and the effect of those affordances that the girls described. In youth prisons where tools of learning, such as pencils, were considered weapons, we found two constraints that limited DisCrit Solidarity efforts: the conflation of support with solidarity and the violent context of youth prisons. We conclude with the implication that our solidarity efforts were incarcerated. To move beyond narrowly focused solidarity efforts, we suggest growing out abolitionist geography to consider the multiscalar processes that lead to sustained solidarities with incarcerated disabled Girls of Color. Acknowledgements: We would like to thank Marilyn Ortega and William Proffitt for their roles in both the pedagogical team and data collection on this project. We also appreciate the editors of this special issue, David Connor and Beth Ferri, for their vision and inclusion of our work and the reviewers whose feedback strengthened our work substantially. Finally, the principal investigator would like to thank the Ford Foundation and the National Academies of Sciences, Engineering, and Medicine, which made this research possible through the Ford Postdoctoral Fellowship.

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Section: Discussionmentioning

confidence: 93%

Solidarity Incarcerated: Building Authentic Relationships With Girls of Color in Youth Prisons

Cabral

Annamma

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

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“…While this is true for all youth, those who are incarcerated during adolescence are undergoing these developmental processes while they are navigating the challenges of confinement (Arredondo, 2003; Steinberg, 2009). The concern is that these dual processes could create strain that ultimately hinders development and affects their long-term trajectories (Dmitrieva et al, 2012; Erickson & Schaefer, 2020; Monahan et al, 2009; Schaefer & Erickson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Risk Level and Variation in Social Support Access Among Justice-Involved Youth

Young

Brady

Lloyd

2022

Youth Violence and Juvenile Justice

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Social support is important for the average incarcerated person, although variation exists. The amount of support received and whether improvements in support are made over confinement can vary across numerous factors including sentence length and quality of family relationships. Preliminary evidence suggests that risk level might also be an important factor to consider, though no study has examined this possibility. Accordingly, the current study examines whether access to social support (family contact, willingness to support, treatment participation, and non-family support) differs based on risk level classification (low, moderate, moderate-high, high). Additionally, we assess how risk level is associated with changes in social support during confinement. Using a sample of incarcerated youth, results show that access to social support, and to a lesser extent changes in social support during confinement, differ across risk level. The findings have important implications for juvenile justice system responses and efforts to promote support.

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