Research regarding teachers who work in segregation/restrictive housing units within correctional facilities is lacking. Little is known about their experiences and how the trauma they encounter impacts them personally and professionally. Despite this lack of information, prison reforms continue to seek increased educational involvement in segregation/restrictive housing units without understanding the resources needed to recruit, train and retain teachers for this setting. The purpose of this phenomenological study was to acquire firsthand information toward understanding the impact working in segregation/restrictive housing units has on teachers. Five teachers from varying prisons participated in in-depth interviews and shared their experiences teaching offenders in segregation/restrictive housing units. The results of this study show the impact of trauma, the lack of professional recognition, and the unique barriers these teachers face. The findings also show teachers in segregation/restrictive housing units in correctional facilities are resilient and find meaning in their work. The outcomes of this study have implications for researchers in corrections and education fields, teachers working in corrections, providers of professional development, teacher preparation programs and administrators in correctional education who seek to improve professional experiences for their employees. Keywords: segregation, restrictive housing, education, corrections, corrections education, trauma
University of Minnesota D.Ed. dissertation. May 2018. Major: Teaching and Learning. Advisors: Julie Ernst, Frank Guldbrandsen. 1 computer file (PDF); iv, 116 pages.
Teaching Inside the Box: A Phenomenological Study of Correctional Teachers Working in Segregation/ Restrictive Housing Units.
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