Onward and Upward: the Significance of Mentorship for Formerly Incarcerated Students and Academics

Tietjen, Grant; Burnett, James; Jessie, Bernadette Olson

doi:10.1007/s10612-020-09507-3

Cited by 8 publications

(8 citation statements)

References 30 publications

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“…Despite this challenge, autoethnographic methods are generally employed to use the author's or authors' own experiences as data to be analyzed (Ellis and Bochner 2000). Examples of autoethnography among criminologists tend to focus on the researcher's experiences as individuals being punished by the criminal processing system (e.g., Tietjen, Burnett, & Jessie 2020;Walker 2016; for a review, see Newbold et al 2014), teaching or completing research within penal institutions (e.g., Key and May 2018;Sutton 2011), or as researchers living amongst populations targeted by the criminal processing system (see Ferrell and Hamm 1998).…”

Section: Methodsmentioning

confidence: 99%

Experiences of Trans Scholars in Criminology and Criminal Justice

et al. 2021

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Trans individuals experience disproportionately high rates of victimization, discrimination and disparate treatment by the criminal processing system, as well as misrepresentation by the media. The importance and validity of studying transgender people's experiences in the criminal processing system is beginning to be highlighted in criminology and criminal justice (CCJ), while the experiences of trans academics-who are among those leading the push toward the amplification of this line of research-remain largely unexplored. The authors, four transmasculine scholars in CCJ, draw from auto-ethnographic methods to shed light on the experiences of trans scholars within the academy and, in particular, within CCJ. We highlight how being trans has affected our experiences in various capacities as academics. We conclude by presenting suggestions for transgender scholars and their cisgender colleague and administrator allies.

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Section: Methodsmentioning

confidence: 99%

Experiences of Trans Scholars in Criminology and Criminal Justice

et al. 2021

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“…Works authored by us are the only CCJ manuscripts whose authors were students at the time of publication, or that include either an Arab author, an author with a non-academic affiliation, an author from an institution outside the United States, or an author identifying as gay (Blount-Hill & St. John, 2017;Ajil & Blount-Hill, 2020). Only one CCJ manuscript includes authors identifying as transgender (Walker et al, 2021) or features authors of multiple genders (Tietjen et al, 2021); eight were authored exclusively by men, four exclusively by women. Eleven manuscripts have partial or completely Black authorship, two of these coauthored with a team of primarily white authors.…”

Section: What Is It Like? Othered Experience In Academiamentioning

confidence: 99%

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

et al. 2022

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Feminist criminologists were pioneers in highlighting that academics’ standpoints (i.e., their social and societal positionalities) influence which “objective” truth they tell. Testimonies, the sharing of one's story, can provide important angles to our understandings of social phenomenon, including of life in the academic sphere. In the present work, we introduce our conceptualization of “inclusive criminology” as a framework for integrating criminological inquiry into a cohesive whole which asserts societies’ rights to valid and complete knowledge as requiring inclusion of previously marginalized identities. In response to this requisite, we conduct a review of published testimonial narratives within criminology and criminal justice (CCJ) as well as a sample of works from other social sciences to inform recommendations on how to meet this inclusive aim.

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“…When mentoring is carried out in a consistent manner, and when relations between mentor and incarcerated person are both congenial and business-like, the experience can serve as a critical turning point in the incarcerated person's life (Blechman et al, 2000;Nakkula & Haris, 2014). Numerous research studies attest to the fact that mentoring sessions have an ultimately positive impact on a wide range of mentees children (Fletcher, 2000); youth at risk (Laniado & Timor, 2015); and criminals, incarcerated persons, formerly incarcerated students (Tietjen et al, 2021) and paroled formerly incarcerated persons (Brown & Ross, 2010;Duwe & Johnson, 2016;Hucklesby & Worrall, 2007;Schuhmann et al, 2018). Shepard (2009) concluded that after completing a mentoring year, both teachers and parents reported an improvement in the studies, behavior, and social relations of school children.…”

Section: Contribution Of Mentoring Programsmentioning

confidence: 99%

“…Studies among formerly incarcerated persons returning to the community and receiving the support of non-peer as well as peer mentors (individuals with previous convictions) indicate this support is a significant factor in motivating behavioral change, shaping a more positive re-identity, and improving the capacity for desistance among previous offenders (Buck, 2018; Kenemore & Seungho, 2020; Kirkwood, 2021; Matthews et al, 2020; O’Connor & Bogue, 2010). Tietjen et al (2021) describe how formerly incarcerated academics—many of whom identify with Convict Criminology (Jones et al, 2009; Marlow et al, 2015; Newbold & Ross, 2013; Ross et al, 2014)—help formerly incarcerated students and academics overcome the social and structural barriers that severely limit their life chances.…”

Section: Introductionmentioning

confidence: 99%

Student Mentors of Incarcerated Persons: Contribution of a Mentoring Program for Incarcerated Persons

Timor

Peled-Laskov

Golan

2022

Criminal Justice Policy Review

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This study evaluates the impact of a student program for mentoring incarcerated persons. Mentoring has multiple goals for both incarcerated persons and mentors; this article focuses on its contributions to incarcerated persons. The program encourages incarcerated persons to think positively and constructively, apply anger management, and learn about the normative society they will enter. Twenty-one incarcerated persons participated in semi-structured in-depth interviews in this qualitative research. The findings show that the students eventually became significant others for the incarcerated persons, most of whom reported on forming excellent relations with the students, and learning to act more deliberately and less violently due to the students. They also described reducing their self-absorption, expanding their horizons, and better understanding their criminal choices. Some mentioned acquiring more structured worldviews and improving their behavior. The findings point to significant benefits gained from the incarcerated person–student interaction in the mentoring framework, and the importance of expanding the program.

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Onward and Upward: the Significance of Mentorship for Formerly Incarcerated Students and Academics

Cited by 8 publications

References 30 publications

Experiences of Trans Scholars in Criminology and Criminal Justice

Experiences of Trans Scholars in Criminology and Criminal Justice

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

Student Mentors of Incarcerated Persons: Contribution of a Mentoring Program for Incarcerated Persons

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