Chapter 9 Theories of Criminal Justice: The Influence of Value Attributions on Correctional Education

Pages161-184
DOIhttps://doi.org/10.1108/S1479-3660(2011)0000012012
Published date25 July 2011
Date25 July 2011
AuthorBrian D. Fitch,Anthony H. Normore,David R. Werner
CHAPTER 9
THEORIES OF CRIMINAL JUSTICE:
THE INFLUENCE OF VALUE
ATTRIBUTIONS ON
CORRECTIONAL EDUCATION
Brian D. Fitch, Anthony H. Normore and
David R. Werner
ABSTRACT
During its 230 year prison history, the United States has advocated
various – and sometimes conflicting – purposes for incarceration. Each
justification has rested on the tenets of some prevailing theory of human
behavior (Akers & Sellers, 2008; Jones, 2008), which attempts to answer
two recurring themes: why do some people commit crimes while others do
not, and how should the criminal justice system, including the correctional
system, respond to such behavior (Siegel, 2003; Winfree & Abadisky,
2010; Vito, Maahs, & Holmes, 2011). This chapter offers an overview
of the general tenets of what is considered morally imperative
when determining ‘‘right’’ from ‘‘wrong’’; the four key criminological
perspectives of crime, as well as the ontological assumptions, either
explicit or implicit, within each hypothesis. Next, the authors discuss how
these assumptions dictate society’s response to crime and, more
Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics,
Equity and Excellence
Advances in Educational Administration, Volume 12, 161–184
Copyright r2011 by Emerald Group Publishing Limited
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ISSN: 1479-3660/doi:10.1108/S1479-3660(2011)0000012012
161
specifically, the type of punishment, rehabilitative efforts, or educational
opportunities offered to those who violate society’s laws (Bohn & Vogel,
2011). The chapter concludes with a discussion of the types of educational
programs and therapies that have demonstrated the most promise at
reducing crime and recidivism, as well as suggestions for improving
current correctional practices.
Ross and Fabiano (1985) began their book Time to Think with these words:
‘‘There is very little evidence that crime prevention programs prevent crime;
that rehabilitation programs rehabilitate; that deterrence deters; that
corrections correct’’ (p. 1). Although this may come as a surprise to the
general public, it is a position that has found considerable support in the
scientific literature (Fagan, West, & Holland, 2003;Hull, Forrester, Brown,
Jobe, & McCullen, 2000;Langan & Levin, 2002). Indeed, consistently high
rates of re-arrest, reconviction, and resentencing provide strong evidence of
the carceral system’s inability to ‘‘rehabilitate,’’ particularly in the case of
violent offenders and career criminals (Kovandzic, Sloan, & Vieraitis, 2002;
Langan & Levin, 2002;Levitt, 1996;Marvell & Moody, 2001).
Although there is certainly no shortage of opinions or theories regarding
the best way to eliminate criminal behavior, higher levels of education have
consistently been associated with a variety of positive outcomes, such as
fewer instances of institutional discipline (Taylor, 1992), lower rates of
recidivism (Frolander-Ulf & Yates, 2001), and greater numbers of post-
release employment (Jenkins, Steurer, & Pendry, 1995). Yet, despite the
growing number of inmates in federal, state, and local custody, it is
estimated that only 14% of prisoners nationwide are enrolled currently in
correctional education programs, commonly in the form of General
Education Development (GED) or high school programs (Freudenberg,
2006). This disparity is even greater at higher levels. For example, while it is
reported that more than half the general population has some college
schooling, less than one-fourth of all state and federal inmates convey
having any post-secondary education (Harlow, 2003).
Despite these facts, society has long struggled with its role in providing
correctional education. Although opponents of correctional education argue
that inmates should be punished for their crimes, proponents believe that
justice and equality are morally imperative and require equal education and
opportunity to all members of society, regardless of status (Braithwaite,
1980). In either case, the views that people hold are strongly influenced by
their assumptions about the causes of crime – which, in turn, affect their
BRIAN D. FITCH ET AL.162

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