Enhancing Female Prisoners’ Access to Education

Abstract

The rate of female incarceration continues to surge, resulting in over 714,000 women currently being held behind bars worldwide. Females generally enter carceral facilities with low educational profiles, and educational programming inside is rarely a high priority. Access to education is a proven contributor to women’s social and economic empowerment and can minimise some of the obstacles they encounter after being released from custody. Support for the intellectual potential of incarcerated female ‘students’ can address intersecting inequalities that impede access to social protection, public services and sustainable infrastructure. Policymakers, academics and activists concerned with gender equality must begin by focusing on academic and vocational program development for female prisoners, built through strong community partnerships, and inclusive of trauma informed supports.

Why Not Us? Experiences of Incarcerated Women on Education Access in Malawi Prisons

“…Since the world adoption of the Universal Declaration of Human Rights in 1948 and the affirmation of several international human rights conventions, education has been formally recognised as a basic human right for everyone (UNICEF, 2007). All people regardless of gender and social status have the right to education which is accessible without discrimination (Government of Malawi, 2018a;2018b;Jäggi & Kliewer, 2020;Vandala, 2019;Ryder, 2020).…”

“…If these women and girls are incarcerated and, in the words of Cullen and Gilbert (2013), "warehoused" (p. 9) in the "custodial warehouses" (p. 65) or "…stored until released back into society" (Simpkins, 2015, p. 26) without accessing educational programmes for their rehabilitation, their stay in the penitentiary is likely to have a lifelong negative effect on their lives. Thus, illiteracy or inadequacy of education can have negative effects on the individual's dignity, self-reliance and socioeconomic independence after their release (Maguire, 2021;Ryder, 2020;UN, 2011). Ryder (2020) argues that low education profiles combined with the criminal record stigma make it difficult for women to reintegrate.…”

“…Thus, illiteracy or inadequacy of education can have negative effects on the individual's dignity, self-reliance and socioeconomic independence after their release (Maguire, 2021;Ryder, 2020;UN, 2011). Ryder (2020) argues that low education profiles combined with the criminal record stigma make it difficult for women to reintegrate. They risk getting caught up in a vicious cycle of incarceration, release and reoffending (Maguire, 2021).…”

“…However, studies worldwide report that significant numbers of women and girls are denied access to education programmes in many penitentiary facilities (Huber, 2015;Korzh, 2021;Ryder, 2020). Thus, gender inequality in education is still an issue in many institutions in many countries (Ghaempanah & Khapova, 2023).…”

The Motherhood Penalty—Understanding the Gendered Role of Motherhood in the Life Histories of Incarcerated South African Women

“…Many studies on incarcerated mothers show them to be their children's primary caregiver (Ackermann, 2014;Glaze & Maruschak, 2010;Haffejee et al, 2005;Kjellstrand et al, 2012;Ryder, 2020;Townhead, 2007) suggesting that motherhood is central to their lives prior to their incarceration. A United States research study, conducted by Moe and Ferraro in 2006, focused on the position of motherhood in the lives of incarcerated women and related this role to these women's criminality.…”