Constructing a prison to school pipeline: An examination of the educational experiences of incarcerated youth.
Item
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Title
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Constructing a prison to school pipeline: An examination of the educational experiences of incarcerated youth.
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Identifier
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AAI3213169
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identifier
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3213169
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Creator
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Hayes, Kecia.
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Contributor
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Adviser: Joe L. Kincheloe
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Date
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2006
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Social Sciences | Education, Religious
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Abstract
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Many court-involved youth do not develop the necessary skills to successfully re-enter and productively participate in all sectors of our civil society. Unfortunately, many youth caught in the juvenile justice system were students in the public school systems, and based upon the poor academic performance of many of the youth prior to their court-involvement; it is generally true that the public school systems were ineffective in educating them. Because there is a strong link between low levels of education and high rates of criminal activity, the likelihood of recidivism amongst court-involved youth is significantly high if changes are not made in our efforts to (re)habilitate them. In New York State, there is a constitutional obligation to effectively educate our court-involved youth because incarceration doesn't forfeit a youth's right to a 'sound and basic' public education.;With the convergence of the juvenile justice and education systems in their lives, we have a unique opportunity to utilize the promising research on teaching and learning to create educational programs that more appropriately meet the needs of incarcerated youth. The goal of this research is twofold. First, it attempts to document the educational experiences and attitudes toward learning of incarcerated youth so that we can better understand the population that we must better serve. Second, it seeks to explore the viability of integrating the Sternberg Triarchic Model of Successful Intelligence into a literacy program for incarcerated youth as a means to enhance their academic skills and attitudes toward learning.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
