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A GROUNDED THEORY APPROACH TO THE EDUCATION AND EMPLOYMENT OF SELECTED OFFENDERS FROM A STATE PRISON SYSTEM
Abstract
The Purpose. The purpose of this study was to use a grounded theory approach to explain the relationship between the education and employment of selected offenders from a state prison system. The Procedure. The effects of academic, G.E.D., and vocational education as determiners of post-prison employment are examined for fifteen adult male offenders. Data were gathered from classification studies and interviews with offenders, their employers, education and placement staff members and the Parole Board. The Findings. Comparisons of data shows participation in education had no effect upon the level or type of employment offenders secured following prison. The factors which contributed to post-prison employment were; jobs available in the community, work experience prior to incarceration, and a recommendation from an advocate from the prison staff. The Recommendations. (1) The expectation that increased educational achievement will lead to increased occupational achievement for offenders should be abandoned. (2) Education in prison should be compatible with the offenders prior work experience. (3) Offenders with little prior work experience should be given opportunities to gain work experience in prison industries. (4) Education in prison should follow a learning project model rather than a subject oriented program model. (5) Informal learning experiences of offenders in prison should be studied, and the outcomes compared to the outcomes of traditional education programs.
Subject Area
Adult education|Continuing education
Recommended Citation
LOFGREEN, VICTOR DEE, "A GROUNDED THEORY APPROACH TO THE EDUCATION AND EMPLOYMENT OF SELECTED OFFENDERS FROM A STATE PRISON SYSTEM" (1983). ETD collection for University of Nebraska-Lincoln. AAI8318666.
https://digitalcommons.unl.edu/dissertations/AAI8318666