NCJ Number
16621
Date Published
1971
Length
23 pages
Annotation
EXAMINATION OF THE GOALS OF THE STUDENT-TUTOR EDUCATION PROJECT (STEP), TUTOR SELECTION, INMATE SELECTION, COURSE CONTENT OF THE PROGRAM, AND THE RELATIONSHIP BETWEEN STEP AND THE DEPARTMENT OF CORRECTIONS STAFF AND PROGRAMS.
Abstract
THE STEP PROGRAM INVOLVES THE TEACHING OF BASIC COLLEGELEVEL COURSES TO A SELECT GROUP OF INMATES WITHIN THE CORRECTIONAL SETTING. THE EVALUATION METHOD CONSISTED OF INTERVIEWS WITH ADMINISTRATIVE STAFF, PROFESSIONAL STAFF, AND INMATE PARTICIPANTS INVOLVED IN STEP. SUBJECTIVE JUDGEMENTS WERE REACHED BASED UPON THE EVALUATOR'S EXPERIENCE WITH EDUCATIONAL AND CORRECTIONAL PRACTICES AND GOALS. THE FIRST TWO YEARS OF STEP'S OPERATIONS ARE BRIEFLY OUTLINED. THIRD YEAR GOALS ARE REVIEWED, AND WERE FOUND TO BE MORE PRACTICAL WITH RESPECT TO INMATE SELECTION AND ACHIEVEMENT THAN IN PREVIOUS YEARS. SELECTION PROCEDURES FOR TUTORS ARE DESCRIBED AS SUBJECTIVE, AND YET WERE FOUND TO BE EFFECTIVE. THE SELECTION OF INMATES WAS SHOWN TO BE AFFECTED BY PEER PRESSURE WITHIN THE INMATE COMMUNITY AND BY DIFFERING IDEAS ON THE TYPE OF INMATE TO BE SERVED BY STEP PROFESSIONALS AND CORRECTIONAL STAFF. COURSES OFFERED BY STEP ARE LISTED, AND PROGRAM HOURS AND PROBLEMS ENCOUNTERED IN AFTERNOON PROGRAMS ARE DESCRIBED. SOURCES OF FRICTION, SUCH AS THE INSISTENCE ON AUTONOMY ON THE PART OF STEP STAFF AND DIFFERING PERCEPTIONS OF THE ROLE OF STEP ARE DETAILED, AND RECOMMENDATIONS FOR EASING THESE PROBLEMS ARE GIVEN.