CORR 444
Spring 2005
Dr. Kimberly Greer – 113 Armstrong Hall
Department of Sociology and Corrections – 389-5612
Email: kimberly.greer@mnsu.edu
Office Hours: Tuesdays 10:00-3:00, or by appointment
Course Description
This course will focus on the experiences of women in the criminal justice system - as victims, offenders, and
professionals. It has been noted that, “whether a woman is in the courtroom as the defendant or lawyer, in
prison as an inmate or correctional counselor, or in the police department as an officer or crime victim, she is in
alien territory and her special needs and contributions are apt to be overlooked (Van Wormer and Bartollas
2000:ix).” The goal of this course is to bring such needs and contributions of women in the criminal justice
system into sharper focus.
Here in Minnesota, The Planning for Female Offenders Unit and the Advisory Task Force on Female Offenders
emphasized the importance of a system-wide focus on women offenders when they stated, “Women and girls
are at the intersection of numerous social systems such as public health, human services, criminal and juvenile
justice, housing, education, employment, and treatment services. The degree to which women’s and girls’
gender and cultural needs are recognized, acknowledged, and met in these systems can either interrupt or
perpetuate the intergenerational cycle of crime, poverty, chemical dependency, and abuse (Minnesota Action
Plan on Female Offenders 2002).”
This course is structured in such a way to meet several of the goals/objectives set by the MSU Corrections
Program. In the area of content/body of knowledge, it addresses the need for cultural and gender responsive
services. To facilitate skill development, students will spend time thinking about what gender and culturally
responsive programs would look like and how they might help create such programming. It is hoped that
students will reflect on how correctional systems might be improved to best meet the needs of adolescent
females and adult female offenders. To facilitate experiential learning opportunities, students will be
encouraged to attend a prison tour, take part in out of class workshops, conferences, and brown bag lunches, as
well as interact with professionals working with girls and women (guest speakers).
Learning Objectives

Students will begin to understand that women are subjected to various forms of discrimination,
exploitation, and criminalization.

Students will learn effective and responsive techniques for working with female victims of crime.

Students will be exposed to theory and application pertinent to providing gender specific services to
adolescent and adult female offenders.

Students will engage in critical thinking and analysis of gender issues in corrections

Students will develop an understanding of cultural and gender differences in giving and receiving
professional correctional services.

Students will gain the perspectives of women professionals in the criminal justice system.

Students will focus on improving communication skills - both oral and
written.
Text
Gonnerman, Jennifer. 2004. Life on the Outside: The Prison Odyssey of Elaine Bartlett. New York: Farrar,
Straus and Giroux.
Bloom, Barbara, Barbara Owen, and Stephanie Covington. 2003. Gender Responsive Strategies: Research,
Practice, and Guiding Principles for Women Offenders. National Institute of Corrections.
Fleisher, Mark S. 1998. Dead End Kids: Gang Girls and the Boys They Know. University of Wisconsin Press.
Course Requirements
1).
Classes will be conducted in a lecture/discussion format with guest speakers and videotapes to augment
the lecture or text. Regular ATTENDANCE is strongly encouraged as a major portion of each
examination will involve material presented during classroom lectures. Bonus points will be awarded to
those students who demonstrate excellence in class participation (maximum =10 points). Excellence
requires more than asking questions or attending class, rather it involves thoughtful/critical discussion
of course topics. Please do not assume these points are a given, but feel free to ask if you need further
explanation about these points.
2).
Students will be required to complete two examinations (worth 100 points each). The examinations
will utilize a mix of objective and essay questions while the final may be largely, if not exclusively,
comprised of essay questions.
3).
In this class, as in all corrections courses, you will have a portfolio assignment to be completed and
included in your portfolio. The portfolio process provides direction and documentation for the
attainment of corrections program learning goals. The specific corrections program goal for this course
will be to assist “students [to] develop an understanding of cultural (and gender) differences and the
effects of those differences in giving and receiving professional correctional services.” Therefore,
students will also be asked to undertake one of three activities for this course (all are worth 100
points):
a). A class presentation in which students are responsible for taking over a portion of the class period
to consider a topic related to the work being discussed in the course outline. During the first weeks of
the class (no later than June 25th), these topics will be identified and, in most instances, 1-2 person
groups (no more than two people per group) formed to handle this task. Students will be required to
provide a thorough outline of their presentation (one week before the presentation) and will be graded
on their handling of this session, so each person in the group needs a specific role; presentations should
not be more than 30 minutes in length (be sure to practice so that you do not run over). Students will
need to submit a rough draft of their presentation script, including the outline, comprehensive notes,
and list of references used (12-15). This material should be sufficiently complete to be placed in
portfolios.
b) Students electing to do a research paper will conduct a review of the current literature (at least 12-15
journal articles or books) regarding a topic appropriate for this course. Additionally, students will be
asked to critique these research articles using information obtained during the course. This paper
should be 7-10 pages in length.
c) A third alternative will be to conduct a case study. Such a study is an in-depth examination of a
social unit such as a police department, a juvenile detention facility, prison, group home, probation
office or treatment program, undertaken to identify the factors that influence the manner in which the
unit functions. For the purposes of this project, students will be asked to:
spend time at an approved site which provides services to female offenders (see me about
possible places - these places may be limited, therefore, you will not want to wait until the end
of the semester to discuss this with me - I would try to make a decision by June 25th to allow
a sufficient amount of time to conduct the case study). The paper should be 5-7 pages in
length.
 interview the staff
 explore the types of services and treatment provided offenders
 apply the information learned in class with programs in the field (i.e., consider
whether these services and treatment are gender specific; discuss the program’s
strengths and weaknesses).
**Specific guidelines/expectations (as well as possible sites) for these projects will be provided.
4).
Students will write a number of reflection papers based on information provided by guest speakers or
through their attendance at campus events and workshops. These short (2-3 page papers) will be
graded based on the following criteria:
a - documenting the information provided by the guest speaker - 5 points
b - reflection regarding student=s reaction to what was said - 5 points
c - writing skills - 5 points
There will be several guest speakers and one trip to MCF-Shakopee (the only women’s prison in
Minnesota) during the semester; students will be expected to submit a 2-3 page paper, one week from
the time assigned, for at least three of those presentations/tours.
Graduate students will be required to make a formal presentation to the class based on a topic
negotiated between the instructor and student (this presentation is in addition to the written project)
=100 points
5. Book Reports
You have two novels to read for this course (Dead End Kids and Life on the Outside).
I would request that you write a 5-7 page paper for each novel; this should be a
summary of the primary themes and issues addressed by the authors. Please integrate
other course material in your analysis of the topics.
Grades
Two Exams (100 points each)
Two Book Reports (50 points each)
Project
Three Reflections (15 points each)
200
100
100
45
445
Graduate Students will be required to complete an additional project. Talk with me about
this.
Undergrad
A = 400 – 445
B = 356 - 399
C= 311 - 355
D= 267 - 312
F= 266 or below
Grad
A = 500-545
B = 456-499
C = 411-455
D = 367-412
F = 366 or below
Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a
documented disability, please see me as early in the semester as possible to discuss the necessary
accommodations, and/or contact the Disability Services Office at (507) 389-2825 (V) or 1-800-627-3529
(MRS/TTY).
Tentative Schedule
May 23
June 1
June 6
June 6
June 8
June 13
June 15
Introduction to Course/Theory
Historical Review
Child Abuse
Prostitution
Women Victims
Sexual Harassment
Sexual Assault/Rape
Domestic Violence – guest speaker – Desiree Wiesen - BCVS
Adolescent Females/Girl Trouble – Video/Fleisher Text
Exam 1
Women Offenders/NIC Chapters 1-2/Gonnerman Text
Women in Prison/Gonnerman Text
Gender Responsive Services/NIC Chapters 3-4
Shakopee – Women from “Straight Talk”
June 20
June 22
Professionals
Wrap Up and Final
May 25
May 30
5.
Book Reports
You have two novels to read for this course (Dead End Kids and Life on the Outside).
I would request that you write a 5-7 page paper for each novel; this should be a
summary of the primary themes and issues addressed by the authors. Please integrate
other course material in your analysis of the topics.
Revised Grades
Two Exams (100 points each)
Two Book Reports (50 points each)
Three Reflections (15 points each)
200
100
45
345
Graduate Students will be required to complete an additional project. Talk with me about
this.
Undergrad
A = 310 – 345
B = 276 - 309
C= 241 - 275
D= 207 - 240
F= 206 or below
Grad
A = 400-445
B = 356-399
C = 311-355
D = 267-310
F = 266 or below
Extra Credit
Ten Book Titles = 5 points extra credit
Adolescent and Adult Female Offenders
Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a
documented disability, please see me as early in the semester as possible to discuss the necessary
accommodations, and/or contact the Disability Services Office at (507) 389-2825 (V) or 1-800-627-3529
(MRS/TTY).
Tentative Schedule
May 23
June 1
June 6
June 6
June 8
June 13
June 15
Introduction to Course/Theory
Historical Review
Child Abuse
Prostitution
Women Victims
Sexual Harassment
Sexual Assault/Rape
Domestic Violence – guest speaker – Desiree Wiesen - BCVS
Adolescent Females/Girl Trouble – Video/Fleisher Text
Exam 1
Women Offenders/NIC Chapters 1-2/Gonnerman Text
Women in Prison/Gonnerman Text
Gender Responsive Services/NIC Chapters 3-4
Shakopee – Women from “Straight Talk”
June 20
June 22
Professionals
Wrap Up and Final
May 25
May 30