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"We're just trying to teach them to ...

Harvard University.

"We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program.
Author:	Ochoa, Bikila Tajh.
Description:	227 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2742.
Contained By:	Dissertation Abstracts International70-07A.
Subject:	Sociology, Criminology and Penology.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3365375
ISBN:	9781109256581

"We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program.
Ochoa, Bikila Tajh.

"We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program. - 227 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2742.

Thesis (Ph.D.)--Harvard University, 2009.

Research on processes of juvenile reentry has focused on those offender skills deficits that reentry programs attempt to address in order to help young offenders desist from crime. While these studies have focused on issues such as violence, education, and mental health, they often conclude by advocating for the increased centrality of youth perspectives to scholarship on juvenile reentry. More specifically, researchers believe that how young offenders construct meaning about their criminal pasts and experiences of incarceration can affect their prospects for committing further delinquent acts. For many younger offenders, this process of meaning construction takes place within carceral facilities and reentry programs. Moreover, this process of experiential interpretation takes place in a context in which facility staff members seek to dictate to juvenile offenders how they should interpret their experiences. Staff member attempts to dictate to residents how they should interpret their experiences leads to conflict between young offenders and staff members.

ISBN: 9781109256581Subjects--Topical Terms:

212412
Sociology, Criminology and Penology.

"We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program.
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245 1 0 $a "We're just trying to teach them to be human beings in an unjust world": Choice, individual responsibility, and conflict in a juvenile reentry program.
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500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2742.
502 $a Thesis (Ph.D.)--Harvard University, 2009.
520 $a Research on processes of juvenile reentry has focused on those offender skills deficits that reentry programs attempt to address in order to help young offenders desist from crime. While these studies have focused on issues such as violence, education, and mental health, they often conclude by advocating for the increased centrality of youth perspectives to scholarship on juvenile reentry. More specifically, researchers believe that how young offenders construct meaning about their criminal pasts and experiences of incarceration can affect their prospects for committing further delinquent acts. For many younger offenders, this process of meaning construction takes place within carceral facilities and reentry programs. Moreover, this process of experiential interpretation takes place in a context in which facility staff members seek to dictate to juvenile offenders how they should interpret their experiences. Staff member attempts to dictate to residents how they should interpret their experiences leads to conflict between young offenders and staff members.
520 $a This dissertation presents data and analysis from an ethnographic examination of processes of interpretation and meaning construction among juvenile offenders within the context of a residential juvenile reentry program. I gathered data for this dissertation over a two-year period within a single residential reentry program. Data was gathered by ethnographic observation and formal interviews with both program residents and staff members. Three broad, yet important, findings emerged. First, staff members attempted to imbue residents with an interpretive framework that emphasized the importance of choice and individual responsibility as the most important factors that contribute to criminal behavior. Second, there was variation among residents in how they adhered to staff member beliefs in the importance of choice and individual responsibility. Finally, the interpretive variation among residents affected the extent to which they conflicted with staff members, which, in turn, determined their success within the reentry program.
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