DOING GENDER, DOING TIME AND DOING BETTER: DIFFERENCES IN WOMEN'S PARTICIPATION IN PRISON EDUCATION

Abstract

This study examines gender differences in educational participation and completion among incarcerated individuals using the 2016 Survey of Prison Inmates. Given the broader societal trends in education and drawing on “doing gender,” importation, and deprivation theories, I hypothesize that women will be more likely than men to participate in and complete educational programs. The goal of the research is to ascertain whether current educational differences between men and women, where women dominate the educational sphere outside of prison, also occur within the carceral setting. Results show that being a female inmate is associated with a 6 to 10 percentage point higher likelihood of participating in educational programs compared to males. Female inmates also had a 1 to 3 percentage point increase in the likelihood of completing these courses. The study highlights how importation and deprivation factors shape participation and completion, with gender influencing how these experiences manifest. While both men and women value education for personal growth and future opportunities, the findings emphasize the importance of equitable access to educational resources in prisons. These results highlight the need for inclusive policies that address the specific educational needs of incarcerated women and support their successful reintegration into society.