David -- The differences between male and female reentry issues are
most obvious concerning child custody.  I have worked with both male and
female reentry programs, and the primary reason many women want to succeed
in the community is to regain and retain custody of their children.  I think
in some ways this may make them more motivated to pursue educational
programs and remain in drug treatment and counseling.  After custody is
returned to mothers, community programs need to be aware of issues such as
child care during program sessions and providing easy access to family
services.  Once children are returned, returning parents - and mothers are
overwhelmingly seeking and given custody - need even more support as they
deal with their children's issues as well as their own.  I think, perhaps,
it may be easier for returning women to find employment because employers
are not as "afraid" of women.

 

I think any community based program would only become more effective were it
to incorporate a wide variety of services and opportunities for all adult
learners.  Community members living in areas to which the vast majority of
offenders are returning need many if not most of those services and
opportunities as well.  Returning offenders can benefit from the same
services provided to other community members, assuming those services are
comprehensive, caring, and competent.  I don't feel that returning offenders
should have different standards for attendance or enrollment.  The community
sets standards, and returning persons need to incorporate community
expectations into their consciousness and lifestyles.

 

Maryland's Correctional Education Program has been using portfolios for
returning persons for a number of years.  I have participated in job fairs
for returning offenders both before and after release and observed how job
applicants have used those portfolios in interview situations.  Having
documented skills and successes on paper in the interview situation seemed
to enable many applicants to speak with clarity about accomplishments and
potential.  

 

Carolyn Buser

Adult Education Program Specialist

United States Department of Education

Division of Adult Education and Literacy

202-245-6697 carolyn.buser at ed.gov

 

 

 

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Friday, March 21, 2008 8:42 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 926] Last day of corrections education
transitiondiscussion

 

Colleagues,

 

Our discussion will come to a close at the end of today. If you have  

further questions, please post them this morning so our guests -- and  

others -- might have a chance to answer them today.

 

I have a few more questions for our guests and others, some questions  

of my own and some that others have sent me:

 

1. What are the differences in adult and young adult re-entry issues  

in community-based education programs for ex-offenders? For example,  

for young adults, is it especially important to be aware of possible  

issues stemming from classmates who are opponent gang members or  

other potential combatants? Possible issues stemming from those who  

are current members of the learner's former gang? What other young  

adult issues are there for ex-offenders in community education programs?

 

2. What are the differences in female and male re-entry issues issues  

in community-based education programs for ex-offenders?

 

3. From the perspective of a community-based education program that  

serves a wide range of adults, not just  ex-offenders, what  

additional or special services should they provide to help ex- 

offender students to succeed? For example, should they have a policy  

that allows ex-offenders to withdraw and easily re-enroll? Should  

they have readily available family, housing, substance abuse,  

physical abuse and employment counseling services? Should they have  

Internet-based instructional options as well as classes? What else?

 

4. What federal resources are currently available for reentry and how  

can correctional education and community education take advantage of  

some of the opportunities?

 

5. Bill Anthony mentioned the idea of a portable learner assessment  

portfolio, with an education, work and vocational training record  

that inmates could take with them, upon release, to a community  

education program so they wouldn't have to start over on "step one".  

Are there any examples of this kind of portable portfolio being used  

now?

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net

 

 

 

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