A Broken Institution: The United States Senate

I just wanted to quickly share something with you all. As most of you know, my major is Sociology, since I am passionate about this subject; I usually examine the structure of society and our institutions. This helps me make sense of social problems within our society and why these social problems occur.

According to Structural-functionalism (often paraphrased “Functionalism”), society is an organism, a system of parts, all of which serve a function together for the overall effectiveness and efficiency of society. 

Structural-functionalism is a consensus theory; a theory that sees society as built upon order, interrelation, and balance among parts as a means of maintaining the smooth functioning of the whole.  Structural-Functionalism views shared norms and values as the basis of society, focuses on social order based on tacit agreements between groups and organizations, and views social change as occurring in a slow and orderly fashion.  Functionalists acknowledge that change is sometimes necessary to correct social dysfunctions (the opposite of functions), but that it must occur slowly so that people and institutions can adapt without rapid disorder.

So according to this theory, social problems are caused by the breakdown in social institutions and the breakdown of one institution will lead to the breakdown in other social institution.

The point of all of this is to explain how the United States Senate is a broken institution, and therefore will lead to breakdown of other institutions such as the institution of education and economy.

Rachel Maddow recently tried to explain to them how Republicans have managed to break the US Senate by abusing the filibuster. Maddow said, “Since they lost the Senate they have turned it into a stronghold for their own party by using power the senate minority is usually entrusted not to abuse. They’ve used that power to break the institution.”

The reason why was soon evident as Maddow discussed Republican abuse of the filibuster, “This is 1919 to just before Republicans in the senate went into the minority in 2006. This is how the Senate worked from 1919 until before republicans became the minority. Then the last time republicans became the minority, what happened? Boing. Look at that. What you’re looking at there is the breaking of the United States Senate as an institution. What these are is filibusters. This is when the Senate decides to take the extraordinary measure of making something take 60 votes to pass instead of 50 votes. And that’s impossible. Supermajorities are impossible. You cannot actually pass things with supermajorities in an ongoing way. This is not the way that legislatures function. It is never the way that America’s legislature has functioned. If you’re going to require a supermajority it means that effectively this body has ceased to function, it has ceased to function as a normal majority rules legislature. This is how Republicans broke the Senate.”

The next time you hear someone complain about everything that Obama hasn’t done please take a moment to remind them that most of Obama’s agenda is currently languishing in the US Senate. The Senate has never approved funding for the relocation of detainees and the closure of GITMO. The Senate has stalled every clean energy bill. The Senate has been sitting on DADT. It was the Senate that killed the public option during the healthcare debate. And what about the Dream Act? Pick the issue, and you will almost certainly find a bill that the House passed which is collecting dust in the Senate.

It is easy to blame Obama, but Obama isn’t the problem here. Barack Obama hasn’t betrayed you and let you down. The problem is the United States Senate. It was once a proud example of some of the best elements of representative democracy has become a black hole that has killed the momentum of an entire nation. This could easily be fixed, but it won’t be, because the American people in their misguided anger are blaming the wrong branch of government. Until people realize where the true problem lies, Obama will continue to take the blame while the United States Senate rots from within.

The Rachel Maddow Show

Fear: The New Substitute for Facts

It seems like I have spent my entire life trying to fight off the irrational fears that people have tried to instill in me.

I was advised not to ride the bus in Los Angeles or I’d get robbed. I was told if I went to Compton, I would get beat up. Before I went to London, I was told it was too dangerous. When I was in Turkey they told me I would be mugged. When I told people I wanted to go to Africa, they thought I’d never survive.

If I let myself be afraid every time someone told me horrible things about a place or a culture, I would never go anywhere or talk to anyone.

The people who were trying to make me afraid weren’t fearful from experience or reliable knowledge.  It was all just rumor, sensationalist news reports, and general fear of the other – especially if that other was poor and black or brown.  People are so ready to believe negative things that you have to assume they want to believe those things, need to believe those things.

Why does this kind of enthocentrism exist?

What if that fear went away tomorrow?  What if we all assumed, just for a day, that everyone was doing the best they could to get by?  What if we assumed, just for a day, that poor people aren’t poor because they are less worthy, less smart, less hard-working, or just plain less?  Where would that leave us?

It would leave us with a lot of questions.  It would leave us asking how things got to be this way and what forces are at work keeping them this way.   It would leave us wondering about how those inequities relate to accidents of geography, skin color, and birth.  It would leave us wondering if those inequities aren’t accidental at all.  And it would leave us asking who benefits from us distrusting each other so much.

It’s easier not to think about those things.  Thinking about those things, for many of us, leads to questioning our privileges, our world-views, and our lives.  And we would rather not do that.  So we just live in fear and try to avoid looking at the everyday tragedies.

But every once in a while, a tragedy unfolds that is so catastrophic that we cannot ignore it.  So Katrina hits New Orleans or an earthquake hits Haiti and willful ignorance becomes impossible.  That’s when our schizophrenia takes hold.

We watch the tragedy unfold on the television and our hearts break.  We imagine the horror that those people are going through.  We send millions of dollars to relief organizations and stay glued to the news reports.  We ask ourselves, why?  How could something so horrible happen?  And we want to know if it could have been prevented.  Most importantly, we want to know if it could happen to us.

Before long, the news reports turn from rescue to rioting.  A little scuffle over some desperately needed food is played on a continuous loop.  Report after report conflates appropriation of the means to survival with, not just theft, but violence.

And all these scary reports happen just in the nick of time.  Some part of the back of our brains had begun to wonder if there was more to the story than just an “act of god.” Perhaps someone mentioned how poor Haiti was and we wondered for a moment, why.  But before we had to take any trouble looking into it, those “journalists” showed us what dangerous people we were dealing with, incapable of organization or development.

So you see, this couldn’t happen to us.  We can rest assured that we deserve our privilege.  No need to examine history or economic systems or the structure of societies.  No need to wonder why these “acts of god” are so much more destructive when they happen to poor people.  We just pat ourselves on the back for our generosity and move on.

And when the United Nations and the U.S. government prioritize “security” over medical supplies, leaving doctors to find saws in hardware stores in order to perform amputations, there is no need to question that decision.  These are dangerous people.  You are sure of it.  You’ve been told over and over your entire life.

There is no need to read about the history of Haiti.  There is no need to seek out journalists who are actually talking to the people we are supposed to be so afraid of.  There is no need to listen to people on the ground who tell us over and over and over and over and over again that the reports of violence are a lie.

Ignorance is bliss.

I’m not saying that there is no real danger in the world.  But isn’t it time we were a little more skeptical about the daily defamation of poor people of color?  Why is it that so many people question the simplest things; yet so few people show skepticism when it comes to news reports making survivors out to be criminals?

So as long as we allow fear to substitute for fact, the status quo will go unchallenged.  And that suits some people just fine, I guess. 

Domestic Abuse: The Types, Shapes and Sizes

Fear: This is the key factor in domestic violence and is often the most powerful way a perpetrator controls his victim. Fear is created by giving looks, or making gestures, possessing weapons destroying property, cruelty to pets or any behavior which can be used to intimidate and render the victim powerless.

Intimidation: Includes destroying her possessions, smashing things, putting a fist through the wall, handling of guns or other weapons, using intimidating body language, hostile questioning of the victim, reckless driving of vehicle with victim in the car. It may include harassing the victim at her workplace either by making persistent phone calls or sending text messages or emails, following her to and from work, or loitering near her workplace.

Verbal abuse: Includes screaming, shouting, put-downs, name calling, ridiculing her for her religious beliefs or ethnic background.

Physical abuse: Can range from a lack of consideration for her physical comfort to causing permanent injury or even death. It could include such behavior as pushing, hitting, choking, slapping, hair pulling, punching etc. and may or may not involve the use of weapons. It could also be threats to, or actually destroying prized possessions.

Emotional abuse: Is a behavior that deliberately undermines the confidence of victim, leading her to believe she is stupid, or that she is “a bad mother” or useless or even to believe she is going crazy or is insane. This type of abuse humiliates, degrades and demeans the victim. The perpetrator may make threats to harm the victim, friend or family member, threaten to take her children, or to commit suicide. The perpetrator may also use silence and withdrawal as a means to abuse.

Social abuse: Includes isolating the victim from social networks and supports either by preventing the victim from having contact with her family or friends or by verbally or physically abusing her in public or in front of others. It may be continually putting friends and family down so she is slowly disconnected from her support network.

Economic abuse: Results in the victim being financially dependent on their partner. She may be denied access to money, including her own, demanding that she and her children live on inadequate resources. These can be contributing factors for women becoming trapped in violent relationships.

Sexual abuse: Includes a range of unwanted sexual behaviors including forced sexual contact, rape, forcing her to perform sexual acts that cause pain or humiliation, forcing her to have sex with others, causing injury to her sexual organs.

Controlling behaviors: Includes dictating what she does, who she sees and talks to, where she goes, keeping her from making any friends or from talking to her family, or having any money of her own. This can include preventing her from going to work, not allowing her to express her own feelings or thoughts, not allowing her any privacy, forcing her to go without food or water.

Spiritual abuse: Includes ridiculing or putting down her beliefs and culture, or preventing her from belonging to, or taking part in a group that is important to her spiritual beliefs, or practicing her religion.

Separation violence: Often after the relationship has ended violence may continue, this can be a very dangerous time for the victim because the perpetrator may perceive a loss of control over the victim and may become more unpredictable. During and after separation is often a time when violence will escalate leaving the victim even less safe than she was previously.

Stalking: Sometimes the perpetrator stalks the victim either before or after separation. Stalking includes loitering around places she is known to frequent, watching her, following her, making persistent telephone calls and sending mail including unwanted love letters, cards and gifts although the relationship has ended. Stalking is a criminal offence, under the stalking legislation more than one type of behavior has to occur, or the same type of behavior has to occur on more than one occasion.

For me all forms of Domestic Violence are unacceptable and some forms are a Criminal Offense.

The impact of continued abuse in intimate relationships can be devastating. Women escaping these horrific circumstances can often be heard to say, "but he loves me it’s my fault. I keep making mistakes"

I asked you before and I am asking you again to have patience and compassion for victims of domestic violence. It is important to realize women stay with abusers for many reasons. Judging and placing blame on victims only drives them farther into silence. Please remember, leaving an abuser is not a decision, it’s a process. Stick it out; be supportive of your friend, family member or coworker.

Remember together we have the power to make a difference...

So spread the word. Don't wait for tomorrow. Maybe someone needs your help right now

Economic Fact: Hard Work Has It's Limits

Person Blame vs. System Blame

Americans like to think that hard work always translates to success. In the American social class system, the sky’s the limit, right? If we just work hard enough, we can move right up the class ladder, correct?

I have no doubt that hard work matters a lot but I also believe hard work has its limits. What happens when the economy is lousy and you live in a community where thousands of jobs have been lost? It’s tough to work hard when you can’t find a job.

A recent 60 Minutes segment entitled “Anger in the Land” focuses on the bleak economic situation in Newton, Iowa. If you have twelve minutes to spare, I highly recommend that you watch it in order to see the sociological point that hard work sometimes only gets you so far.

We learn that a Maytag appliance factory that once employed 5,000 people closed in 2007 (many of the jobs went to Mexico). Hit extremely hard by the recession, business in Newton has suffered and layoffs have occurred at a variety of places: an advertising company, furniture sales store, website design business, and telecommunications company. The Chrysler and Chevrolet dealerships have closed, and so have a tractor supply company and jewelry store.

It’s even hard to sell pizzas. A 52-year-old Domino’s franchise owner talks about working an 82 hour week, and it might not be long before he’s eligible to file for food stamps. One family describes their struggle to keep their daughter in college. Several residents indicate they don’t think their children will be able to enjoy the same standard of living as they have. And they don’t think politicians are working on their behalf. Watch people on the verge of tears (and a few men who do shed tears) as they talk about their struggles. Do these seem like people who just need to try harder?

I think a passage from The Sociological Imagination, written by C. Wright Mills and published in 1959, is relevant to understanding the difficulties faced by the Newton community, which has a population of approximately 16,000 people:

When, in a city of 100,000, only one man is unemployed, that is his personal trouble, and for its relief we properly look to the character of the man, his skills, and his immediate opportunities. But when in a nation of 50 million employees, 15 million men are unemployed, that is an issue, and we may not hope to find its solution within the range of opportunities open to any one individual. The very structure of opportunities has collapsed. Both the correct statement of the problem and the range of possible solutions require us to consider the economic and political institutions of the society, and not merely the personal situation and character of a scatter of individuals.

Let’s apply the excerpt to the people in Newton, Iowa: if the economy were thriving and the Maytag appliance factory still employed 5,000 people and was hiring, and only a hundred people in the city were unemployed, we might rightfully question their work ethic and their character. But what really seems to be going on with the people in this community is that the structure of opportunities has collapsed around them. It’s not the people who are at fault, so finger-pointing at the unemployed won’t do. Rather, something is wrong with societal institutions, namely the economy.

For the record, according to a recent Department of Labor report, the unemployment rate in the United States currently is 9.6% with 14.8 million people unemployed. We can safely assume that some of these folks are lazy, but does anyone think most or all of the unemployed are lazy and have character flaws?

How many communities are like Newton, Iowa but weren’t profiled on 60 Minutes? My guess is more than most of us think.

In this context I like to think about the Horatio Alger myth. Horatio Alger was a 19th century author who wrote rags to riches stories. Alger’s message was “strive and succeed.” Alger optimistically promoted the view that people raised in poor circumstances could rise up the social class ladder to obtain the  American Dream.

Not a bad message to send, to some extent. On the surface, there’s nothing wrong about inspiring readers to work hard in order to achieve success. But sociologists have to be the realists in the room. We’re sorry to deliver the bad news that hard work only goes so far when there’s an economic recession or when society slowly recovers from one. And so we think it’s a myth that if people just try harder they will automatically find success. How much does work ethic matter when people don’t have job opportunities?

It’s disturbing to think that the American Dream isn’t available to everyone all of the time. It’s frustrating to consider that hard work gets some people nowhere. I’m not suggesting that we start reading books with titles like “Failure is Inevitable” and “Laziness is a Virtue.” And I don’t expect to see an author on Oprah Winfrey’s show promoting a book called “Stop Trying.” Hard work and achievement will probably always be core American values. I just want to acknowledge what I think is a cold economic fact: hard work has its limits.

Education Through Campus Involvement

         The hallmarks of a college educated person include, high levels of cognitive skills and critical thinking, an ability to apply practical problems encountered in all aspects of one’s life, appreciation for diversity, decision making skills, conflict resolution skills, self-esteem, integrity, and civic responsibility (student learning 1). A study shows that most students enter college to acquire values, habits, and skills that prepare them for different opportunities, to be exposed to new ideas, to acquire knowledge and intellectual challenges, and to receive the specific knowledge they will need for a specific career (Purpose of College 2). Students who are engaged on their campus benefited more from their college experience, by frequently interacting with their peers, because these interactions help shape the college experience (Astin 3). This leads to their chances of learning the necessary skills listed above, and fully benefitting from the college experience (Cooley 4).  Along with fully benefitting from the college experience, the students who participate in extracurricular activities are less likely to experience persistence in college, or dropout (Astin 3). However, community college students are less likely than other full-time students to take advantage of all of the opportunities that their campus has to offer, such as student development programs. There are many reasons why many community college students stay away from extracurricular activities, and but the main reason for most of these students is environmental factors (Astin 3). For community college students, who commute to school, especially those who have multiple obligations outside of the classroom, getting involved in extracurricular activities may be difficult; however, the benefits fully out weight the time that students puts into extracurricular activities. The benefits of participation include, personal development and life skills, leadership and communication, as well as diversity awareness and social responsibility.

          According to a journal published by the American College Personnel Association, “the concepts of learning, personal development, and student development are inextricably intertwined and inseparable” (student learning 1). The journal discusses how student’s development professionals take their responsibility in fostering learning and personal development very seriously, and how their efforts are aligned with their institution’s mission. They also state that these professionals work for talent development, since this is the primary goal in undergraduate education. College experience should contribute to the student development of self as well as skills, in order for students to live successful lives after their undergraduate education. This means that student development programs and services are designed with student learning outcomes, and the student’s personal development outcomes in mind (student learning 1). They further discuss that this goal can only be achieved by creating conditions that are inspiring, as well as motivating to students in order to encourage participation in activities both outside, and inside the classroom, thus enhancing student learning and personal development. A study also concludes that involvement in extracurricular activities will increase a student’s self-respect, self-confidence, and self, esteem (Hollrah 5). This is because extracurricular activities give students pride and a sense of accomplishment, and this leads to more desired achievement and success. In Astin’s journal, he also discusses how student involvement leads to the student’s increased levels of satisfaction with their undergraduate education experience, and that the more the student is involved in their college campus, the greater the outcome of student learning, personal growth, and their growth in life skills (Astin 6). Research indicates that personal development and learning outcomes are increased when a student is involved in extracurricular activities; however the benefits of these activities are more likely to be realized by students when students are involved in collaboration with others such as, faculty, peers, administrators (student learning 1). Students who are involved in extracurricular activities interact with faculty, peers, and administrators of their schools on a regular basis. By being involved students get to participate in many activities, and build relationships among many other skills.  These activities safe setting to become involved, and to interact with other students, faculty, staff, as well as administrators, thus leading to increased learning, personal development, and the student gaining life skills (Tenhouse 7).

          In a journal called Shared Leadership the authors state, “Higher education plays a major part in shaping the quality of leadership in modern American society.” “Leadership is a purposive process which is inherently value-based,” and research shows that student participation in extracurricular activities substantially increases the development of leadership skills, while helping students define their values, and shape their leadership style (Astin and Astin 8) A study was conducted in Wenatchee Valley College’s student development program, and the program was proven to be successful in developing leadership skills of the students who participated in the program. Much like other student development programs, the program focuses on retreat programs for students that emphasize leadership development, interpersonal relationships, and the inclusion of students in shared governance on their campus (Schoening and Carole 9). Inclusion of students in the shared governance process leads to students working with faculty, staff and administrators closely (Astin and Astin 8). This creates a shared purpose for the students, and helps them learn effective collaboration skills, guides them in building trust with others, as well as learning how to resolve conflict and settle differences in viewpoints. Disagreement with respect is a great skill learned through extracurricular activities. Students learn to recognize different viewpoints with their peers and group members, while learning how to compromise in a civil manner and with mutual trust and respect. With collaboration also comes understanding of others. The capacity to empathize leads students to resolve conflict, while enhancing their communication skills, as well as listening skills. Teamwork also leads high levels of commitment in students, and increased levels of motivation. Division of labor, and skills in delegating is another outcome of collaboration (Astin and Astin 8). These collaborative efforts, as well as the student’s gain in leadership skills also leads to social change efforts. Most colleges and universities in the United States use a Social Change Model of Leadership (Astin and Astin 8). This type of leadership serves the need to understand self and others in order to make positive, and lasting changes in the student’s community. This model empowers students and enables them to become a social change agents on their campuses and in their communities. This model focuses on three aspects, the individual student, the group, and the community. The seven critical values in this model include consciousness of self, congruence commitment, collaboration, common purpose, resolving conflict civilly, and citizenship (“social change model” 10). The student development program at Saddleback College also uses the Social Change Model of Leadership in order for students to develop the seven critical values mentioned above.

          The Social Change Model of leadership leads to the students to develop respect for diversity, understand the connection between diversity and effective team building, in order to develop a sense of citizenship, and recognition of injustice in students (“social change model” 10). The American Association of Community Colleges conducted a survey on the state of race and ethnic relations and programs that encourage diversity appreciation. The participants of the survey were community college presidents in 1,450 community colleges. They were asked to indicate if their campus climate was “contentious” or “harmonious,” and whether or not their school offered cultural events. The research indicates that four-fifths of the student organizations sponsored cultural events, as well as programming, in order to emphasize the importance of diversity. Campus climate is in direct effect with the availability of these programs (Kee 11). This research shows us that most community colleges foster and emphasize the importance of diversity programs. The student development program at Saddleback College created a Diversity Student Council in 2008, to emphasize the importance of diversity appreciation at Saddleback College. The students who participate in these types of programs develop an understanding on various aspects of diversity including ethnicity, culture, sex, race, religion, gender, socioeconomic status, and sexual identity. As well as diversity appreciation, extracurricular activities also lead to students developing a sense of citizenship, and importance of community service. A study investigated student participation in extracurricular activities in community colleges, and indicates that students who participate in these programs have more involvement on their campus, as well as in their community outside of the campus (Eklund Lee and Young 12).

          There is a connection between learning and the students’ participation in extracurricular activities. Austin presented a theory of student development, which explains that students learn by becoming involved on their campuses. He also suggests that students’ learning and developmental outcomes are directly aligned with the students involvement in college, and that involvement in campus activities or programs make a difference the students’ college experience (Astin 3). The benefits directly associated with participating in extracurricular activities include personal development and life skills, leadership and communication skills, as well as diversity awareness and social responsibility. Along with these skills students also gain better skills in order to obtain employment, along with accessing many job connections. Once a student realizes the great benefits they can receive by expanding their horizons beyond their academic success, the next step for them is to find out how to get involved on their campus. The best ways to accomplish this would be to read the campus newspaper, ask advisors and faculty, to visit the Student Development office on their campus, check out marquees or bulletin boards, look at posting from student groups and activities, and even by exploring their college website. More information on most programs, clubs, and other organizations on a campus can also be found on social networking tools such as Facebook. There are many ways to get involved in most community college campuses, and students can participate in extracurricular activities on their campus by joining the newspaper staff, participating in minority groups, and seeking volunteer positions however, joining student government or campus clubs will particularly lead to greater academic performance (Feldman and Newcomb 14). More students on community college campuses all over the country need to be involved in extracurricular activities, and stretch their wings before they fly.

"ACPA's Student Learning Imperative." The American College Personnel Association. 14 Feb. 1996. Web. 31 July 2010.

"Purpose of a College Education." Educators: Education Professionals – Test Dates to Annual Forum – College Board. College Board, 2008. Web. 07 Aug. 2010.

Astin, Alexander W. Achieving Educational Excellence. San Francisco: Jossey-Bass, 1991. Print.

Cooley, Richard. "The American Community College Turns 100: A Look at Its Students, Programs and Prospects." ETS. Mar. 2000. Web. 6 Aug. 2010.

Hollrah, Rachel. "Extracurricular Activities." ISU Public Homepage Server. Web. 07 Aug. 2010.

Astin, Alexander W. "Journal of College Student Personnel." Student Involvement: A Developmental Theory for Higher Education (1984). Print.

Tenhouse, Amy. "College Extracurricular Activities." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. 2003. Web. 07 Aug. 2010.

Astin, Alexander, and Helen Astin. "Leadership Reconsidered: Engaging Higher Education in Social Change." Boise State University. Web. 6 July 2010.

Schoening, Don, and Carloe Keane. "Student Success through Leadership." (1989). Print.

"The Social Change Model of Leadership Development." ACPA. Web. 6 July 2010.

Kee, Arnold M. "Campus Climate: Perceptions, Policies and Programs in Community Colleges." (1999): 1-10. Print.

Eklund-Leen, Susan, and Robert Young. "Attitudes of Student Organization Members and Nonmembers about Campus and Community Involvement." Community College Review (1996). Print.

Feldman, Kenneth A., and Theodore Mead Newcomb. The Impact of College on Students. New Brunswick, N.J., U.S.A.: Transaction, 1994. Print.

Education: the Key to Unlock the Golden Door of Freedom

          The United States has more people in prisons than any other developed country in the world (Freudenberg 2). Of those 2.2 million prisoners, nearly three quarters of a million will be released from state, and federal prisons this year. Of that number, about half of them will be back in prison over the next three years, and continue a cycle of deviance (Katel 4). Recidivism means to have “a tendency to lapse into a previous pattern of behavior,” and in this case, criminal behavior. A sociologist, Robert K. Merton, developed a concept called a “self-fulfilling prophecy.” He explained, “how a belief or expectation, whether correct or not, affects the outcome of the way a person will behave. Thus, labeling someone a criminal, and treating that person as such, may foster criminal behavior in the person who is subjected to the expectation”.  With prison populations expanding at a phenomenal rate, and our country spending six times more on prisons then higher education, it is crucial to decrease the recidivism rate, and the best way to lower this rate is through education (Crary 3).  The solution to decrease the recidivism rate and keep our prisons from being overcrowded is to create programs that focus on academics, parental education, and vocational training.

          There are some programs in our country that focus on inmate vocational training, as a way to decrease the recidivism rate. One of these programs has been created, and implemented by the LifeTech Institute. The program focuses on providing technical workforce training to parolees (Johnson 10). Another program that has been created is called Project New Attitudes. This program was created by the country’s largest law enforcement agency, Pinellas County Sheriff's Office, in Clearwater Florida. The residents of this program learn many life skills, along with vocational skills. The curriculum of the program focuses on interpersonal relationship development, self-development, communication skills, job skills development, anger management, and accessing social services. To test the success of the program, two measures were used. Both re-arrest rate, and length of the arrest were calculated to come to a conclusion about whether, or not this program decreased recidivism rate among those who entered the program. After careful review, this nine week program proved to be effective, and it is continuing to educate its’ residents. Although this program was successful, even programs that show moderate success rates in decreasing recidivism more than cover the cost of the programs themselves (Jalazo 11). Programs that focus on educating prisoners, or former inmates in vocational training, help them enter the work forces, which decreases their likelihood returning behind bars, and therefore decreases the recidivism rate.

          There are also some programs that focus on the academic growth of an inmate. Some of these programs allow for inmates to receive their general equivalency diplomas before leaving prison. Palmetto program in South Carolina is one of the programs that are created for inmates to receive academic education. This program is like many of its kind, and aims to reduce the recidivism rate by educating inmates. These programs are slightly different then vocational training programs, because their aim is for the inmate to receive academic training, rather than trade training. California is one of the states that make it easier to create programs that focus on academic growth for prison inmates. A law called “Secure Re-Entry Facilities” was passed in 2008, and the law decreased the total number of inmates in the states prisons by more than 4,700 in only 18 months. With the passage of the law, the number of inmates enrolled in academic programs, like the Palmetto program, rose to 11,925 to 14,050. Tim Terry was in the GED program in Palmetto, and said that the “program played a big part in his life when he got out of prison after serving more than 15 years on a voluntary manslaughter charge”(Barnet 9). Programs that focus on academic education, also help inmates enter the workforce, while helping them feel more confident about themselves, which leads to a decrease in the recidivism rate.

          Another way to reduce the recidivism rate is to reintegrate inmates into family in a productive and positive manner.  Partners in Parenting curriculum is a skilled-based program focusing on promoting positive behavior, by strengthening family relationships. One of these programs was started in Colorado, and focused on mothers who were incarcerated. 219 mothers participated in this program, and the success of the program was measured. Results revealed that the mother who were a part of the program, and participated in parenting education classes demonstrated improved skills in parenting. “Research suggests that children who have a parent in prison are more likely to develop emotional and behavioral difficulties such as withdrawal, aggression, anxiety, depression” Parenting education programs help the child, as well as helping the mother.  However, not only are these parenting education program are beneficial to the mother and child, but they also help reduce the recidivism rate (Gonzales 6).

          In conclusion, it is possible to decrease the overwhelming recidivism rate in our country. Educating our inmates in vocational training academics and parent education can help us achieve this. There is intensive research that has been done by many sociologist and criminologists, which study ways of lowering the recidivism rate. Many of these research studies show that we can achieve a lower recidivism rate by creating programs that focus on education, while increasing the inmate’s confidence. With education, former inmates can learn the life skills necessary to continue their lives, and not return behind bars. Not taking the proper action in creating these programs will result in even more crowded jails, and more of our tax money spent on prisons, instead of other programs that need to receive funding, such as higher education. We cannot continue to spend six times the amount of funding that we spend on higher education, on prisons instead (Crary 3). There are a few things that can be done to advocate for these programs: lobbying, or talking with local elected officials, and state elected officials, is the best way to create more programs for inmates, and to decrease the recidivism rate.

Marc Mauer.  "The Hidden Problem of Time Served in Prison. " Social       Research  74.2 (2007): 701-707. ABI/INFORM Global, ProQuest. Web.  12 Jul. 2010.

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