Course Description:

This course aims to explore the discourses, representations, and responses to female deviance and criminality in the Criminal Justice System, and how they may serve as a reflection of the views of wider society. Particular attention will be focussed on portrayals of women who commit non-traditional offenses, and their implications in the study of gender and crime. An examination and analysis of the explanations and discourses used to deal with the violent female offender will be used to construct informed insights about the status of women in the Criminal Justice System, and in society in general.

Purposes and Goals:

This is an honors designated course designed to engage students in active learning about the topic of female criminality. Through a seminar format, students will be expected to engage each other in the learning process. The service learning project will serve to further engage the students with issues around women’s crime by connecting the literature to issues confronting female offenders here in Maine

Evaluation:

Response Papers 20%
Seminar Chairing 20%
Participation 20%
Take Home Exam 20%
Service Learning Project 20%

Instructions for Response Papers:

Each student is required to complete each scheduled reading and write a brief response paper. This paper should be no longer than 2 pages and should include some questions for discussion in the seminar as well as connections to other readings/issues being covered in class. The response papers are due to the seminar chair and myself in the class BEFORE the scheduled reading. Late responses will be docked two letter grades per day. Students must submit ALL response papers or they will receive a grade of 0/20.

Instructions for Seminar Chairing and Paper:

Each student will choose an available reading and lead the class in the discussion of that reading on the scheduled day. This is NOT a presentation of the reading, the chair is responsible for directing discussion around issues/questions raised by classmates in their response papers as well as their own reflections on the reading. Included in the chairs’ responsibilities will be the development and distribution of a handout synthesizing questions/issues and outlining the discussion plan. The assignment of readings and scheduling of seminars will be completed on a first come-first serve basis. See the list of readings at the end of this syllabus.

Instructions on Participation:

Engaged participation in discussions is integral to any seminar-based class. All students are expected to come to every class prepared to discuss the scheduled reading(s) specifically and its connections to other readings more generally. Students must also discuss ideas in a manner that is respectful of others, even in cases of disagreement. As well, there is such a thing as TOO MUCH participation. We all must remain aware of the need to give time for everyone to contribute. Also included in the participation grade is an expectation of consistent attendance. Students will be given two confidential warnings if they are not participating/attending at the expected level, failure to improve will result in a grade of 0/20.

Instructions on Service Learning Project:

Each student in this class is expected to work on the project. Much of this work will be completed outside of class time. You are expected to spend approximately 20 hours of work into the service learning project. Each student will keep a journal documenting work done towards the project as well as personal reflections on their experience with the project (problems, successes, frustrations, fears etc). Students should bring their journals to every class. All students are also expected to participate in a presentation of the project on University Day (April 14th). Students are also required to submit a formal reflection paper with their journals at the end of the semester. This paper will include reflections on the experience of working on the project and how that experience connects to the substantive knowledge gained in the seminars throughout the semester. Students will also submit self, team, and class evaluations at the end of the semester.

 

READING LIST:

Burgess-Proctor, Amanda, “Intersections of Race, Class, Gender and Crime: Future Directions for Feminist Criminology” Feminist Criminology 2006 1; 7

Miller, Jody, “The strengths and limits of ‘doing gender’ for understanding street crime” Theoretical Criminology 2002 6:4

Carlen, Pat, “Women’s Imprisonment: Models of Reform and Change” Probation Journal 2002 49; 76

Dowden, Craig and Andrews, D.A., “What Works for Female Offenders: A Meta-Analytic Review” Crime & Delinquency 1999 45; 438

Goodkind, Sara, “Gender-Specific Services in the Juvenile Justice System: A Critical Examination” Affilia 2005 12; 52

MacDonald, John M. and Chesney-Lind, Meda, “Gender Bias and Juvenile Justice Revisited: A Multiyear Analysis” Crime & Delinquency 2001 47; 173

Bond-Maupin, Lisa, “That Wasn’t Even Me They Showed”: Women as Criminal on America’s Most Wanted” 1998 4; 30

Davis, Carla P., “At-Risk Girls and Delinquency: Career Pathways” Crime & Delinquency 2007 53; 408

Belknap, Joanne and Holsinger, Kristi, “The Gendered Nature of Risk Factors for Delinquency” Feminist Criminology 2006 1; 48

Ferraro, Kathleen J. and Moe, Angela M., “Mothering, Crime and Incarceration” Journal of Contemporary Ethnography 2003 32; 9

Chesney-Lind, Meda and Paramore, Vickie V., “Are Girls Getting More Violent?: Exploring Juvenile Robbery Trends” Journal of Contemporary Criminal Justice 2001 17; 142

Brents, Baraba G. and Hausbeck, Kathryn, “Violence and Legalized Brothel Prostitution in Nevada: Examining Safety, Risk, and Prostitution Policy” Journal of Interpersonal Violence 2005 20; 270

Pollack, Joycelyn and Mullings, Janet L. and Crouch, Ben M., “Violent Women: Findings From the Texas Women Inmates Study” Journal of Interpersonal Violence 2006 21; 485

Mosher, Clayton and Phillips, Dretha, “The Dynamics of a Prison-Based Therapeutic Community for Women Offenders: Retention, Completion, and Outcomes” The Prison Journal 2006 86; 6

Eliason, Michelle J., Taylor, Janette Y., and Williams, Rachel, “Physical Health of Women in Prison: Relationship to Oppression” Journal of Correctional Health Care 2004 10; 175

Richie, Beth, “Challenges Incarcerated Women Face as They Return to Their Communities: Findings from Life History Interviews” Crime & Delinquency 2001 47; 368

Leverentz, Andrea M., “The Love of a Good Man? Romantic Relationships as a Source of Support or Hinderance for Female Ex-Offenders” Journal of Research in Crime and Delinquency 2006 43; 459

Lund, Ryan et al., “Women’s Needs After Release From Prison to a Rural Community” Journal of Correctional Health Care 2002 9 271

Chesney-Lind Meda, Morash, Merry and Irwin, Kathrine, “Policing Girlhood? Relational Aggression and Violence Prevention” Youth Violence and Juvenile Justice 2007 5; 328

Katz, Rebecca S., “Explaining Girls’ and Women’s Crime and Desistance in the Context of Their Victimization Experiences: A Developmental Test of Revised Strain Theory and the Life Course Perspective” Violence Against Women 2000 6; 633

Wright, Emily M., Salisbury Emily, J. and Van Voorhis, Patricia, “Predicting the Prison Misconducts of Women Offenders: The Importance of Gender-Responsive Needs” Journal of Contemporary Criminal Justice 2007 23; 310

Koons-Witt, Barbara A. and Schram, Pamela J., “Does Race Matter? Examining the Relationship Between Co-Offending and Victim Characteristics for Violent Incidents Involving Female Offenders” Feminist Criminology 2006 1; 125

Mallicoat, Stacy L., “Gendered Justice: Attribution Differences Between Males and Females in the Juvenile Courts” Feminist Criminology 2007 2; 4

 

CLASS SCHEDULE:

Wed Jan 20: Introduction to course, Review of Syllabus, Seminar Assignment

Mon Jan 25: What is a Seminar?, Seminar Assignment DUE

Wed Jan 27: History of Female Criminality

Mon Feb 1: Film and Lecture

Wed Feb 3: Service Learning Work, Responses to Burgess-Proctor and Miller DUE

Mon Feb 8: Feminism Seminar (Lisa), Burgess-Proctor and Miller, Responses to Carlen and Andrews & Dowden DUE

Wed Feb 10: Female Offenders Seminar (Lisa), Carlen and Dowden & Andrews

Mon Feb 15, Wed Feb 17: BREAK WEEK

Mon Feb 22: Service Learning Work

Wed Feb 24: Student Chaired Seminars

Mon March 1, Wed March 3: schedule forthcoming

Mon March 8: Service Learning Work

Wed March 10: Student Chaired Seminars

Mon March 15, Wed March 17: schedule forthcoming

Mon March 22, Wed March 24: BREAK WEEK

Mon March 29: Student Chaired Seminars

Wed March 31, Mon April 5: schedule forthcoming

Wed April 7: Service Learning Work

Mon April 12: schedule forthcoming

Wed April 14: UNIVERSITY DAY

Mon April 19: Student Chaired Seminar

Wed April 21: Service Learning Work

Mon April 26: Student Chaired Seminar

Wed April 28, Mon May 3: schedule forthcoming

Wed May 5: Clean Up Day, Receive Take-Home Exam, Service Learning Journals and Reflection Papers DUE

Wed May 12: FINAL EXAM DUE by 4:00pm

 

As a member of the university community, I pledge to:

Pursue academic excellence,

Support open inquiry and civil expression,

Listen respectfully to the viewpoints of others,

Participate responsibly in the life of the community,

Conserve and enhance the beauty of the campus,

Help all members of the university community to realize their potentials.