Changes have been slow, despite litigation and decades of research. In the early 1970s, the average number of programs in men's prisons was 10 compared to 2.7 in women's prisons, and while male prisoners had a choice of fifty different vocational programs, women's choices were limited to cosmetology, clerical training, food services, and training as nurse's aides.³⁰ Litigation emerged in the 1980s in at least twelve states regarding educational and vocational programs for women.³¹ But a national study at that time showed that work programs for women still emphasized cosmetology, clerical skills and food service.³²

Another study found a broader range of vocational programs in women's institutions, including: welding, marine electrical, auto mechanics, upholstery, drapery making, ADP keypunch, clerical, college, cosmetology, and cleaning services.³³ However, the overwhelming majority of training given to women prisoners today continues to be in skills that reinforce traditional roles.³⁴ In a recent study it was found that only 12% of women in female institutions were involved in education programs, vocational courses or work training.³⁵

What imprisoned women need are not lessons in domestic skills and appropriate gender role behavior, but education and training in skills that will help them obtain meaningful and rewarding work in the paid labour force. Many incarcerated women suffer from lack of marketable skills, negligible job experience, and limited education. Eighty-two per cent of women in prison themselves feel that in order to get the kind of job they want on release, they would need more education and more experience.³⁶ They are also aware that traditional jobs for women do not generally pay enough to support themselves and their children, so many would welcome programs training them for construction or trade work.³⁷ Work training is therefore seen by women inmates as the single most needed program, followed by college courses and vocational courses.³⁸

For women who have a high school education, college courses can be a viable option. Many community and junior colleges now offer a wide variety of two year, job-oriented degrees such as business education, horticulture, and computer sciences,³⁹ and job assignments in these areas can provide women with hands-on work experience while still incarcerated. Recent studies correlate higher education and recidivism, showing a lower rate of recidivism among inmates who participated in college courses.⁴⁰

However, because of the relatively short sentences of female offenders, many programs for women are not adequately integrated into the prison system. The Women's Development Unit Project, a federally funded rehabilitation program which began operations in the seventies, illustrates the type of ill-planning that often goes into programs designed for women. The aim of the project was to prepare women for release into the community by offering group counseling, vocational guidance, schooling, vocational training, and help in obtaining social security cards, housing, welfare and Medicaid benefits. However, the only vocational training program available was typing. As the average inmate had a sixth-grade reading level, few women could learn to type well enough to gain employment on release.⁴¹

It is important for those serving short sentences that programs are designed to realistically meet their needs and that they... are fast paced and intensive. Because programming funds are often limited, it is also important that different kinds of low-cost programming are explored. Computer-based vocational programs, combined with hands-on practical applications, are one cost effective way of delivering accelerated vocational training. These programs also allow for self-paced instruction, thereby addressing the academic diversity of inmates. The expanded use of community volunteers is another effective way of keeping costs down and it has been found that the prisons with the best programs for women have an active network of volunteers.⁴² While there are countless other possibilities to be explored, access to programs is often limited. Many prison administrators admit that they focus their programming resources on women who will be in jail long enough to complete specific programs, and some restrict enrolment due to issues such as seniority. Also, work release is generally only available to women who have been convicted and sentenced, have a moderate amount of time left to serve, and are low risks in terms of the seriousness of their offense and likelihood of escape.⁴³

Women's social and economic rehabilitation is clearly a complex issue. There are many factors to be taken into account including the academic diversity of inmates, differing lengths of sentences, and resources available. However, the most important issue for programs to address is the way they relate to the economic realities that confront women when released. Regardless of planning and accessibility, programs will only be successful and deter women from reoffending if they are based on the reality of women's needs, rather than stereotypical gender expectations.

Imprisoning those already living on the margins of society can have snowballing effects long after release, often resulting in " women finding it necessary to reoffend. Women need to be provided opportunities within the prison system to learn new skills that will enhance their employment potential' and enable them to support themselves and their families. Such programs are imperative if women are to break away from the revolving door syndrome and lead self-sufficient, productive lives on release from prison.

Julia Wilkins conducted her master's research in England and her thesis subject was women in prison. She is currently teaching in Buffalo, NY. Her previous publications include Math Activities for Young Children: A Resource Guide for Parents and Teachers, MacGraw- Hill, 1995, and "Young Children and Random Learning," Scholar and Educator, vol. XVII, no. 3-4, Fall 1995-Spring 1996.