Assessing Gender-Specific Programming for Juvenile Female Offenders: Creating Ownership, Voice, and Growth

Fejes, Kathey E.; Miller, Darcy
June 2002
Journal of Correctional Education;Jun2002, Vol. 53 Issue 2, p58
Academic Journal
The concept of "voice" in addressing programmatic strengths and needs for juvenile female offenders is critical to establishing ownership, and therefore, commitment, to programmatic changes. A model for listening to the voices of staff and residents in a correctional facility for female offenders is presented that allows girl-serving organizations room to individualize assessment processes and reclaim the power of voice in an oft-silenced population. Eleven components of quality gender-specific programming were used to develop an assessment tool that detailed programmatic competence for incarcerated juvenile female offenders. In this collaborative model based on feminist pedagogy, residents identified areas of programmatic proficiency and those needing attention through the use of discourse, consensus, and equity in voice. Although the assessment tool developed was unique to the correctional facility studied, any girl-serving program could replicate the voices of its creators. Data from w activities and the assessment tool were then used to guide professional development. policy review, curricular change, and clearly establish the significance of "shared voice" i programs for juvenile female offenders.


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