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American Corrections 10th Edition Clear Solutions Manual Download
American Corrections 10th Edition Clear Solutions Manual Download
CHAPTER 11
The Prison Experience
LEARNING OBJECTIVES
After reading this chapter, students should be able to:
1. Discuss the “inmate code” and talk about where the values of the prison subculture come
from.
2. Be familiar with the prison economy.
3. Explain the different types of prison violence.
4. Discuss what can be done about prison violence.
KEY TERMS
Inmate code
A set of rules of conduct that reflect the values and norms of the prison social system and help
define for inmates the image of the model prisoner.
Prisonization
The process by which a new inmate absorbs the customs of prison society and learns to adapt to
the environment.
Unit management
Tactic for reducing prison violence by dividing facilities into small, self-contained,
semiautonomous “institutions.”
CHAPTER OUTLINE
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I. Prison Society
A. Publication of Fishman’s Sex in Prison in 1934 marked the beginning of the
scientific study of inmate subcultures.
1. Social scientists find them to be functioning communities.
2. They possess values, roles, language, and customs.
3. They have norms, traditions, and leadership structure.
4. Some inmates stay by themselves, others form cliques, while others
become politicians of convict society.
5. Group membership provides protection and identity.
B. Norms and Values.
1. The inmate code: norms and values developed within the prison social
system help to define the convict’s image of the model prisoner; prison is
an ultra-masculine world.
2. Primary rules are “do your own time” and “don’t inform on another
convict.”
a. Don’t interfere with inmate interests
b. Don’t quarrel with fellow inmates’
c. Don’t exploit inmates
d. Maintain yourself
e. Don’t trust the guards or the things they stand for
3. Prisonization: how the “fish,” the newcomer, learns the norms and values
of prison society.
4. Prison subculture roles most frequently described: “right guy”/ “real man”
upholds prisoner values and interest; “square john” has a noncriminal
self-image; “punk” is a passive homosexual; “rat” is an inmate who squeals
to the authorities.
5. Convict society has divided along racial and ethnic lines and is more a
reflection of American society; many prisons are marked by racially-
motivated violence, organizations based on race and voluntary
segregation by inmates by race whenever possible.
6. No single overriding inmate code exists.
7. A majority of inmates hold views on law and justice similar to those held
by the general public.
C. Prison Subculture: Deprivation or Imported?
1. Sykes argues that the subculture arises within the prison in response to
the pains and deprivations of incarceration. These include deprivation of:
a. Liberty.
b. Autonomy.
c. Security.
d. Goods and services.
e. Heterosexual relationships.
2. An alternative theory holds that the values of the inmate community are
brought in from outside the walls.
a. Irwin and Cressey argue there are three subcultures: convict, thief, and
straight. Convergence of convict and thief subcultures produces prison
culture.
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b. Zamble and Propino hold that inmate behavior results from how
inmates cope with and adapt to the prison environment.
D. Adaptive Roles: Most male inmates use one of four basic role orientations to
adapt to prison.
1. Doing Time: men “doing time” view their prison term as a brief inevitable
break in the criminal career, a cost of doing business.
2. Gleaning: these inmates take advantage of prison programs to better
themselves and improve their minds and prospects for success after
release.
3. Jailing: the choice of those who cut themselves off from the outside and try
to construct a life within the prison.
4. Disorganized Criminal: this describes inmates who are unable to develop
any of the other three role orientations; these inmates are often of low
intelligence or afflicted with disabilities; have difficulty functioning within
prison society; are human putty to be manipulated by others.
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SUMMARY
The inmate code is a set of rules that reflects the values and norms of the prison social
system. Some criminologists argue that the values of the prison society reflect the ways in which
the prisoners adapt to the pains of imprisonment; others say that values are brought into the
institution from the outside. John Irwin identified four role orientations that reflect the different
ways that inmates adapt to prison: “doing time” (cost of doing business), gleaning (take
advantage of prison programs), jailing (institutionalized prisoners), and disorganized criminals
(low intelligence or mentally disabled). One way in which prisoners adapt to their environment is
by creating a barter economy of desired goods and services. Age, attitude, and race are inmate
characteristics that help explain why some inmates are violent during their incarceration. Many
victims of prison violence escape further abuse by entering protective custody, but this is a
drastic step because they can never return to the general prison population. Correctional officers
do not carry weapons within the institution. They must be constantly watchful against personal
attacks from prisoners. The unlawful use of force by correctional officers can result in costly
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lawsuits filed by inmates. Architectural design and effective prison management are two factors
believed to contribute to reduced rates of inmate violence.
MEDIA LINKS
A link to a website devoted to communications by and with prisoners is found at
http://www.prisonerlife.com.
A link for a website designed to help parole officers identify and interpret prison gang tattoos
can be found at: http://www.dc.state.fl.us/pub/gangs/prison.html.
For more information on gang identification both in and outside of the prison visit
http://www.gangsorus.com/.
For more information regarding the Prison Rape Elimination Act of 2003 visit
http://www.ojp.usdoj.gov/programs/prisonrapeelimination.htm.
The Just Detention International is an organization that is working to end sexual violence in
prison; see the link at http://www.justdetention.org/.
For more on the Zimbardo experiment, which simulated guard-prisoner violence, as well as
connections between Zimbardo’s research and Abu Ghraib, go to the two corresponding
websites at Zimbardo experiment http://www.prisonexp.org, and at Zimbardo’s research and
Abu Ghraib http://www.udel.edu/PR/UDaily/2006/dec/zimbardo120705.html.
3. Obtain a copy of National Geographic’s “Hard Times” video series to view prison life. These
videos show all elements regarding the prison culture including entrance in to the prison,
visitation, the subrosa economy, prison rape, homosexuality and more. Allow students to
discuss each video (total of 6, either the GA edition or OH edition).
4. Find a Youtube video or the actual video footage of the California State Prison at Corcoran
takeover. Show this video to your students and allow them to decide what could have been
different if the system was managed differently. Discuss this in class.
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5. Ask students to research prison gangs over a period of the last 20 years. What changes have
been made or are there not any? Allow them to write a research paper on the topic of prison
gangs and the affects they pose to the system.
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