Scholarlink

<p>Vocational training in prisons shows high dropout rates, yet underlying causes remain poorly understood as existing research emphasizes institutional factors while neglecting pre-incarceration socialization experiences. This study analyzes how pre-incarceration school and vocational socialization shape work values and work ethic among incarcerated trainees. A&#xa0;descriptive exploratory multiple case study following Yin was conducted with 18&#xa0;male inmates across six Austrian prisons. Data collection occurred via problem-centered interviews following Witzel, analyzed through qualitative content analysis following Mayring structured by the value dimensions of Kristof-Brown and colleagues (intrinsic, extrinsic, social). Biographies reveal cumulative disadvantage through learning difficulties, school dropout, and precarious employment. During incarceration, inmates emphasize extrinsic values such as economic security, social values such as fairness, and intrinsic values such as achievement, systematically articulated as contrasts to prior exploitation and failure experiences. The study identifies biographical patterns influencing educational motivation in prison, with the central limitation being the inability to distinguish authentic values from strategic self-presentation. Implications for biography-sensitive pedagogy are discussed, while the sustainability of expressed values requires longitudinal research.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Berufliche Werte und Arbeitsmoral im Strafvollzug: Der Einfluss schulischer und beruflicher Sozialisation auf Qualifizierungsmaßnahmen in Haft

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月5日

查看全文
  • Elke M. Brewster

摘要

Vocational training in prisons shows high dropout rates, yet underlying causes remain poorly understood as existing research emphasizes institutional factors while neglecting pre-incarceration socialization experiences. This study analyzes how pre-incarceration school and vocational socialization shape work values and work ethic among incarcerated trainees. A descriptive exploratory multiple case study following Yin was conducted with 18 male inmates across six Austrian prisons. Data collection occurred via problem-centered interviews following Witzel, analyzed through qualitative content analysis following Mayring structured by the value dimensions of Kristof-Brown and colleagues (intrinsic, extrinsic, social). Biographies reveal cumulative disadvantage through learning difficulties, school dropout, and precarious employment. During incarceration, inmates emphasize extrinsic values such as economic security, social values such as fairness, and intrinsic values such as achievement, systematically articulated as contrasts to prior exploitation and failure experiences. The study identifies biographical patterns influencing educational motivation in prison, with the central limitation being the inability to distinguish authentic values from strategic self-presentation. Implications for biography-sensitive pedagogy are discussed, while the sustainability of expressed values requires longitudinal research.