Does gender shape women's access to college programs in US state prisons?

Abstract

Purpose

The purpose of this paper is to apply a feminist perspective to the crisis in prison higher education in the US by exploring whether gender shapes access to on‐site, non‐occupational college programs in state prisons differently for women than for men.

Design/methodology/approach

The paper utilized a content analysis of official US state departments of correction websites and an email survey of state directors of education.

Findings

Findings show that while both women and men had little access to on‐site, non‐occupational college programming in the 2005‐2006 academic year, women in state prison had slightly greater access than men.

Research limitations/implications

Theoretical implications of the findings include the importance of focusing a gender lens on correctional education programming, as well as the importance of extending analysis beyond gender alone towards an analysis of the intersections of gender, race, and class inequalities on access to prison higher education.

Practical implications

Practical implications include the identification of an emergent educational justice movement in the USA, and the presentation of exploratory data on the current college‐in‐prison programs useful for progressive activists, policymakers, correctional education administrators, equity scholars, and others interested in organizing around democratic access to postsecondary correctional education.

Originality/value

As there is little current research on college‐in‐prison programs in the US, and less on the gendered dimensions of program access, the paper makes an original valuable contribution to several literatures.

Citation

Foster, J.E. and Sanford, R. (2006), "Does gender shape women's access to college programs in US state prisons?", Equal Opportunities International, Vol. 25 No. 7, pp. 577-598. https://doi.org/10.1108/02610150610714402