Abstract
The aim of this cross-sectional study was to analyse the educational background, educational desires and participation in education among three samples of female prisoners with Norwegian citizenship in Norwegian prisons over the period from 2009 to 2015. The female participants were n = 106 in 2009, n = 74 in 2012 and n = 79 in 2015, respectively, with a mean age of 38 years. Moreover, the study examined whether self-reported learning difficulties could predict participation in education activity while incarcerated. The results show that the female prisoners included in this study increased their educational level over the studied years. Similar education patterns were observed in the 2009 and 2012 samples regarding all educational levels for the female prisoners. A different pattern was observed in the 2015 data, with 44.3 % having mandatory education as their highest level compared to 57.6 in 2009 and 53.4 in 2012, respectively. However, these differences in percent between the samples at any education level were not significant. Significant differences were, however, found regarding the desire for upper secondary education between the samples in 2009 and 2012, and 2009 and 2015, respectively. In 2009, 20.2% reported upper secondary education as an educational desire, whereas 35.2% reported this as a desire in 2012, and 36.7% in 2015. Participation in educational activity during incarceration also changed during the time period of these studies. Many of the female prisoners participate in educational activity, but a significant difference was found between the samples in 2012 and 2015 as there was a decrease in activity. In 2012, 41.9% did not participate, whereas in 2015, almost 60% (58.2) of the female prisoners did not participate in any educational activity. Both the highest completed education level and self-reported learning difficulties predicted participation in education activity among the female prisoners in the 2015 sample.
Highlights
There are several reasons for providing education to prisoners
The main aim was to analyse the female prisoners in Norway and their educational background, educational desires, learning difficulties and participation in prison education over the period from 2009 to 2015
In the 2015 sample, a significant positive correlation was revealed between age and education level, and significant negative correlations were observed between education activity and highest completed education level and between age and education activity
Summary
There are several reasons for providing education to prisoners. Education for all, including incarcerated individuals, is an important facet of civilised society, and it contributes to the development of the whole person. Several studies characteristically show a reduced likelihood of recidivism among prisoners who participate in educational programmes compared to prisoners who do not participate [2,3,4,5]. Quality assured data on female prisoners are less available than research on prisoners in general. There is a lack of empirical studies including factors such as female prisoners’ education level, their educational desires or actual participation in education while incarcerated. We lack information on factors potentially influencing participation in education among female prisoners, such as learning difficulties (reading, writing and mathematical). The main aim was to analyse the female prisoners in Norway and their educational background, educational desires, learning difficulties and participation in prison education over the period from 2009 to 2015. The data are discussed with respect to female prisoners’ needs and requirements
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
