This document provides an overview of life behind bars for inmates. It discusses total institutions, modes of inmate adaptation, the inmate subculture, prisonization, pains of imprisonment, theories on the formation of inmate subcultures, the prison code, argot, inmate roles for men and women, sexuality and violence in men's prisons, characteristics of women inmates compared to men, and features unique to women's prisons such as pseudofamilies and mothers in prison. It concludes with a brief discussion of cocorrectional facilities that house both male and female offenders.
Booklet that I made for criminological theories revision, using resources from the internet. These theories include:
* Classical Theory
* Functionalist Crime Theories (includes Durkheim and Merton)
* Marxist Theory
* Right realism
* Left realism
* Labelling (Interactionism)
* Individualistic theories (learning theories, psychological theories and psychodynamic theories)
* Eysenck's theory
* Family crime theories
* Neurophysiological (brain damage)
* Neurochemical
* Kohlberg's moral development
* Behaviourist theory
Until recently, it was possible to condemn criminologists both for their near silence on women and criminal law, and for their sexism when they did speak. The most recent wave of feminism has witnessed two seemingly contradictory developments in theories of women and crime. First, femi-nism has kindled interest in women's studies in various academic disci-plines. Criminology has been no exception: the sexist treatment of women victims and offenders by police and other criminal justice officials, the sex-ism of traditional theories of crime, and the concept of victimless crimes have all been under attack.' But, there have also been arguments that women's crime has increased as a result of the women's liberation movement. This belief has been called "the most powerful and widely held ... concerning the topic of female criminality," and its impact has been felt by women offenders being pun-ished for their supposed acts of liberation.' Feminist criminologists now must do more than denounce mainstream criminology for its failure to ac-knowledge the significance of female crime. It is not enough simply to resurrect the neglected female offender. We must transcend the traditional boundaries of criminology and examine the role of the state and the law in reinforcing the position of women in contemporary society.
Theories of Female Criminality: A criminological analysis
Mohammed J. Islam
Subrata Banarjee
Nurjahan Khatun
Department of Criminology and Police Science, Mawlana Bhashani Science and Technology University
Booklet that I made for criminological theories revision, using resources from the internet. These theories include:
* Classical Theory
* Functionalist Crime Theories (includes Durkheim and Merton)
* Marxist Theory
* Right realism
* Left realism
* Labelling (Interactionism)
* Individualistic theories (learning theories, psychological theories and psychodynamic theories)
* Eysenck's theory
* Family crime theories
* Neurophysiological (brain damage)
* Neurochemical
* Kohlberg's moral development
* Behaviourist theory
Until recently, it was possible to condemn criminologists both for their near silence on women and criminal law, and for their sexism when they did speak. The most recent wave of feminism has witnessed two seemingly contradictory developments in theories of women and crime. First, femi-nism has kindled interest in women's studies in various academic disci-plines. Criminology has been no exception: the sexist treatment of women victims and offenders by police and other criminal justice officials, the sex-ism of traditional theories of crime, and the concept of victimless crimes have all been under attack.' But, there have also been arguments that women's crime has increased as a result of the women's liberation movement. This belief has been called "the most powerful and widely held ... concerning the topic of female criminality," and its impact has been felt by women offenders being pun-ished for their supposed acts of liberation.' Feminist criminologists now must do more than denounce mainstream criminology for its failure to ac-knowledge the significance of female crime. It is not enough simply to resurrect the neglected female offender. We must transcend the traditional boundaries of criminology and examine the role of the state and the law in reinforcing the position of women in contemporary society.
Theories of Female Criminality: A criminological analysis
Mohammed J. Islam
Subrata Banarjee
Nurjahan Khatun
Department of Criminology and Police Science, Mawlana Bhashani Science and Technology University
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Option #1The Stanford University Prison Experiment Structu.docxjacksnathalie
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Option #1 Stanford University Prison Experiment Causality, Cmeghanivkwserie
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were ...
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Women, Crime, and Justice Balancing the ScalesChapter 3.docxtroutmanboris
Women, Crime, and Justice:
Balancing the Scales
Chapter 3: Women convicted of crime and their punishments
Purpose of Chapter 3
• Explore the purposes of sanctions for men and women:
• Differences in sentencing for women
• Intersection of race and sexual orientation in criminal sentencing.
• Historical overview of corrections for women offenders:
• Current statistics of women who are incarcerated
• Explore the life of incarcerated women, including those on death row.
• Discuss gender-responsive programming needs for incarcerated women.
• Women serving sentences in the community:
• Conflicts experienced when trying to successfully reenter society.
• Review legal issues specific to women:
• Struggles to reunite with their children
• Restorative justice practices.
• Correctional programming for women.
Women in Institutional Custody:
History of Corrections for Women Offenders
• Prior to the mid-1800s, the use of prisons and jails in England and the United States for sentencing women was
rare, but increased after the mid-1800s.
• During this time period, women were severely neglected and frequently abused, both physically and sexually,
and it was not uncommon for women to become pregnant while incarcerated.
• 1825: Elizabeth Fry wrote about the plight of incarcerated women and inspired reform in the United States and
England.
• Reformatory movement.
• Breakthroughs for incarcerated women in the United States:
• 1828: A separate building for women is erected at the Sing Sing prison in New York.
• 1873: The Indiana Women’s Prison is the first female-only institution.
• Over the next 100 years, prisons opened for women develop into two distinct categories:
• Reformatory: Held women, predominately Caucasian, who had committed public order offenses
• Custodial: Held women, predominately African-American, who had committed felony violent and property
crimes.
Bureau of Justice:
Statistics on Incarcerated Women
• There are currently over 2 million incarcerated in jails and prisons and approximately 1.6 million individuals
incarcerated in state and federal prisons alone.
• Both male and female offenders are more likely to be incarcerated between the ages of 25 and 34.
• Males: A higher percentage of African-American and Hispanic-American inmates than Caucasian inmates
• Females: A higher percentage of Hispanic-American and Caucasian inmates than African-American inmates.
• Females in state prisons are more likely to be incarcerated for nonviolent offenses (e.g., property crimes or
drug offenses).
• In the federal system, males and females are more likely to be incarcerated for drug offenses as well as weapons
and immigration offenses.
• Incarcerated persons have approximately 1.7 million minor children representing about 2.3% of the total US
population.
• 147,000 minor children belong to incarcerated mothers.
• Since 1991, the number of children under age 18 with a mother in prison has more than doubled.
.
Pennsylvania and Auburn
Pennsylvania and Auburn Systems
Name
CJ202
Date
Professor
Pennsylvania and Auburn Systems
When American first became a country the plight of the prisoner was not a major concern. As society become more progressive the need to ensure criminal offenders received humane treatment and to ensure the prison system was more efficient. In Pennsylvania this began with the development of a correctional system that began with the building of the Walnut Street Prison. Quakers in Pennsylvania society were insistent that the prison be separated by felons and non felons establishing the very first prison system in the nation. The Auburn System was created as an alternative model to the solitary confinement model of the Pennsylvania system. Instead of being isolated inmates in this system live side by side.
The Pennsylvania System developed out of the efforts of Quakers at the end of the 18th Century. During the early years of the Walnut Street Jail, the goal was to establish workhouses were prisoners worked all day but with the solitary confinement design came the need for inmates to work in their cells (PCI, 2013). Instead of prisoners facing some cruel or physically painful punishment felons would be placed in solitary confinement to reflect on their bad behavior. During the day the prisoners would work and in the evening hours would go to a single cell that contained a bathroom with a toilet and a shower and a small yard for physical exercise. Prisoners ate in their cells and did not see or speak to other prisoners.
The Auburn system was a prison system developed in New York but instead of solitary confinement and hard labor, prisoners were only in their cells through the night. During the day they ate and worked side by side other prisoners. Under the Pennsylvania system the first prison industry was created were prisoners fulfilled jobs in order to pay for their own stay in prison. The Auburn System employed a similar industry type system as the Pennsylvania System but had a more rigid plan. The plan included the striped suit, close cropped hair, lockstep, and harsh punishments, which included beatings and floggings (O’Connor, 2011).
The Auburn and Pennsylvania System required inmates to work long hours and then sit in their cells to reflect on their criminal behavior. While the Auburn System began with the two men cell the Warden quickly switched to the solitary confinement approach of the Pennsylvania System when the two men cell resulted in conflict breaking out. While the goal of hard labor was to correct the behavior of the prisoner the constant isolation of prisoners was counterproductive to creating an efficient and productive labor force. The Auburn System was different from the Pennsylvania system in prisoners worked together in order to accomplish the work they had been assigned.
In the Auburn system prisoners were classified by the crimes they committed which is .
1. Discuss the prison subculture for inmates and correction.docxdurantheseldine
1. Discuss the prison subculture for inmates and
correctional officers.
2. Compare importation theory with exportation theory.
3. Identify different aspects of prison culture that explain
how offenders and officers view the world around them.
4. Discuss how professionalization and the diversification
of correctional staff have impacted the prison subculture.
5. Discuss the impact that prison gangs have had
on prisons, including the traditional prison subculture.
6. Identify the 13 gangs listed in this chapter as the
primary prison gangs in the United States.
7. Explain what prison systems do to control gang
problems that occur in their facilities.
10ch
ap
te
r
Prison
Subculture
and Prison
Gang
Influence
LEARNING OBJECTIVES:
236 Introduction to Corrections
I will stand by my brother
My brother will come before all others
My life is forfeit should I fail my brother
I will honor my brother in peace as in war
Aryan Brotherhood Oath
INTRODUCTION
This chapter provides students with a very unique aspect of the world of corrections. Students will learn that
within the institutional environment, there is a commonality of experiences that arise between those who are
involved; this is true for both inmates and staff. Indeed, many people may not be aware that, in fact, the mind
and the world of the inmate often affect the mind-set of security personnel who work with the inmate. In
essence, there is an exchange of beliefs and perspectives that often come together to produce a unique fusion
between the two groups. This exchange of beliefs creates a unique subculture that is the product of both
inmate norms being brought in from the outside and those taken from the prison to the outside community.
It is important for students to understand that prison staff are not immune to the effects of the
profound social learning that occurs, and, over time, as they become more enmeshed in the prison social
setting, they begin to internalize many of the beliefs and norms held by the prison subculture. While this
may seem to be counterproductive and/or even backward from what one might wish within the prison
environment, this is an inevitable process as prison staff find themselves interacting with the street men-
tality on a day-to-day basis. In actuality, this is a maturing of correctional workers as they begin to see a
world that is not necessarily black and white but instead has many shades of gray. Issues become more
complicated than being simple “good guy and bad guy” situations as correctional workers work with
offenders on a personal level. The nuances and differences between different offenders tend to complicate
what initially might seem like simple decisions.
Because correctional staff interact with these offenders on a daily basis, a sense of understanding
develops both among correctional staff and between staff and the inmate population. Inmates come to expect
certain reactions from correct.
2. Total Institution
A place where the same people work, play,
eat, sleep, and recreate together on a
continuous basis
The term was developed by the sociologist
Erving Goffman to describe prisons and
other similar facilities
Life within total institutions is closely
planned by those in control, and activities
are strictly scheduled
10-2
3. Modes Of Adaptation
Some inmates convert to life within the
institutions, taking on the staff’s view of
themselves and of institutional society.
Some inmates withdraw.
Some inmates make attempts at
colonization – they strike a balance between
values and habits brought from home and
those dictated by the social environment of
the prison.
Some inmates rebel, rejecting the demands
of their surroundings and often ending up in
trouble with authorities.
10-3
4. The Inmate Subculture
The habits, customs, mores, values, beliefs, or
superstitions of the body of inmates incarcerated
in correctional institutions; also, the inmate
social world.
Prisonization - The process by which inmates
adapt to prison society; the taking on of the
ways, mores, customs, and general culture of
the penitentiary.
Donald Clemmer – “The Prison Community”
10-4
5. In Addition
Pains of Imprisonment - Major problems
that inmates face, such as loss of liberty
and personal autonomy, lack of material
possessions, loss of heterosexual
relationships, and reduced personal
security.
Gresham Sykes – “The Society of
Captives”
10-5
6. The Forming Of
The Inmate Subculture
Deprivation Theory - The belief that inmate
subcultures develop in response to the
deprivations in prison life
Importation Theory - The belief that inmate
subcultures are brought into prisons from the
outside world
Integration Model - combination of the
importation and deprivation theories; the belief
that, in childhood, some inmates acquired,
usually from peers, values that support law-
violating behavior but that the norms and
standards in prison also affect inmates
10-6
7. Prison Code
A set of norms and values among prison
inmates. It is generally antagonistic to the official
administration and rehabilitation programs of the
prison.
Don’t interfere with the interests of other inmates.
Never rat on a con. Don’t have loose lips.
Don’t lose your head. Don’t quarrel with other
inmates. Play it cool. Do your own time.
Don’t exploit other inmates. Don’t steal. Don’t break
your word. Pay your debts.
Don’t whine. Be tough. Be a man.
Don’t be a sucker. Don’t trust the guards or staff.
Remember that prison officials are wrong and inmates
are right. 10-7
8. Prison Argot
The special language of the inmate subculture.
Some examples:
Peckerwood – a white prisoner
Ball busters – violent inmates
Croaker – physician or doctor
Wolf – a male inmate who assumes an aggressive
role during homosexual relations
10-8
9. Inmate Roles
The Real Man The Retreatist
The Mean Dude The Legalist
The Bully The Radical
The Agitator The Colonist
The Hedonist The Religious Inmate
The Opportunist The Punk
The Gang-banger
10-9
10. Sexuality in Men’s Prisons
Violence and victimization occur in men’s prisons
A good deal of prison violence has sexual overtones.
Punks are “owned” by powerful inmates, who protect
them from sexual violence.
Many punks fill the role of a wife and can often be found
doing their Man’s laundry, ironing, and housekeeping.
Affectionate relationships often develop between Men
and their punks.
Some even “marry” in imitation ceremonies.
Highest rate of alleged incidents was close to 4 per
1,000 prisoners.
10-10
11. Women in Prison
In the U.S., there are far fewer women’s prisons
than men’s prisons.
Incarcerated males outnumber incarcerated females
12 to 1.
Prisoner programs in women’s prisons are often
criticized as being inferior to the same types of
programs in men’s prisons.
Security in women’s prisons is generally more
relaxed than in men’s prisons.
Many women’s prisons consist of cottages
arranged in groupings called pods.
10-11
12. Women Inmates
Female prisoners largely resemble male
prisoners in race, ethnic background, and age
Have shorter criminal records than males
2/3 of all women in federal prisons are serving
time on drug charges
Usually have shorter maximum sentences than
men.
10-12
13. Women Inmates
At the start of 2011, women comprised 7.0
percent of sentenced prisoners in the nation.
Since 2000, the female prison population has
grown 28 percent.
More likely to be serving time for a drug offense
About 54 percent of imprisoned women have
used drugs in the month before the offense for
which they were arrested, compared with 50
percent of the men.
10-13
14. Female Inmate Roles
The Cool Inmate: Cools usually have previous
criminal records; are in the know; and do not
cause trouble for other inmates while in prison.
The Square Inmate: Squares are not familiar
with criminal lifestyles; have few, if any, criminal
experiences other than the one for which they
were imprisoned; and tend to hold the values
and roles of conventional society.
The Life Inmate: Lifers are habitual or career
offenders generally well socialized into lives of
crime; they support inmate values and
subculture.
10-14
15. Male Inmates vs. Female Inmates
The social roles in women’s prisons place
greater emphasis on homosexual relations
as a mode of adaptation to prison life.
The mode of adaptation a female inmate
selects is best assessed by studying the
inmate’s pre-institutional experience.
10-15
16. Pseudofamilies
Unique family-like structures, common in
women’s prisons, in which inmates assume
roles similar to those of family members in
free society.
Inmates derive emotional and social support
from their membership in a pseudofamily.
Pseudofamilies are to women’s prisons what
gangs are to men’s.
10-16
17. Mothers In Prison
According to one BJS study, 57 an estimated 6.7
percent of black women, 5.9 percent of Hispanic
women, and 5.2 percent of white women are
pregnant at the time of incarceration.
An estimated 4,000 women prisoners give birth each
year, even though most women’s prisons have no
special facilities for pregnant inmates.
Some experts recommend that women’s prisons
should routinely make counseling available to
pregnant inmates, and that they should fully inform
these women of the options available to them,
including abortion and adoption.
10-17
18. Cocorrectional Facilities
Cocorrections – the incarceration and
interaction of female and male offenders
under a single institutional administration
Coed Prison – a prison housing both male
and female offenders
They have been touted as potential solutions to a
wide variety of corrections problems
10-18