First Advisor

Deborah Arthur

Date of Award

Spring 6-12-2026

Document Type

Thesis

Degree Name

Bachelor of Science (B.S.) in Sociology and University Honors

Department

Sociology

Language

English

Subjects

Women's incarceration, Gendered institutions, Higher education in prisons, Reentry and rehabilitation, Correctional education, Prison programming, Aspirations, Goals

DOI

10.15760/honors.1861

Abstract

This thesis examines whether correctional programming in women's prisons reflects the self-identified goals and aspirations of incarcerated women. Existing research demonstrates that prison programming can provide meaningful benefits, including skill development, emotional growth, and preparation for reentry. However, much of this scholarship evaluates women based on institutional outcomes rather than asking whether available programs align with women's own educational, vocational, and personal goals. Drawing on survey responses from 23 formerly incarcerated women across the United States, this mixed-methods study explores participants' experiences with vocational, post-secondary, parenting, and other correctional programs. Quantitative findings indicate that while most respondents viewed programming as useful, supportive, and personally meaningful, many also perceived available opportunities as limited in diversity and shaped by traditional expectations of women. Participants in post-secondary programs reported higher levels of critical thinking, independence, and alignment with personal goals than those in vocational or other programs. Qualitative findings further revealed recurring themes of institutional barriers, restricted educational choice, and misalignment between institutional priorities and participant aspirations. At the same time, respondents described educational programming as deeply humanizing, particularly when instructors and staff treated them as capable students rather than solely as incarcerated individuals. The findings suggest that correctional programming continues to reflect historical gendered assumptions that prioritize domesticity, caregiving, and rehabilitation over broader educational access and self-determination. Ultimately, this study argues for expanding diverse educational and vocational opportunities while centering incarcerated women's voices in the design and evaluation of prison programming.

Persistent Identifier

https://archives.pdx.edu/ds/psu/44795

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