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BECOMING ENVIRONMENTALISTS: PREVIOUSLY INCARCERATED
INDIVIDUALS’ EXPERIENCES WITH SCIENCE AND SUSTAINABILITY
PROGRAMS IN PRISON
by
Emily Passarelli
A Thesis
Submitted in partial fulfillment
of the requirements for the degree
Master of Environmental Studies
The Evergreen State College
June 2017
©2017 by Emily Passarelli. All rights reserved.
This Thesis for the Master of Environmental Studies Degree
by
Emily Passarelli
has been approved for
The Evergreen State College
by
________________________
Miranda Mellis
Member of the Faculty
________________________
Date
ABSTRACT
Science and Sustainability Programs in Prisons: Exploring the Lasting Attitude and
Identity Shifts of Formerly Incarcerated Individuals
Emily Passarelli
Environmental injustices often disproportionately affect people of color and people from
lower income families. These groups are also less represented in the field of
environmentalism. Underrepresented populations are sometimes unaware of the
additional burdens they carry because of environmental injustices. These same people are
also disproportionately represented in prison. Out of the 2.3 million people behind bars in
the United States, 97% of them will eventually reenter their community. The
Sustainability in Prisons Project (SPP) provides meaningful educational opportunities for
incarcerated individuals. This study aimed to answer the question: What lasting attitude
and identity shifts occurred in formerly incarcerated individuals from participating in inprison environmental programs? The study attempted to answer that question by
interviewing 8 previously incarcerated individuals to gauge their experiences with SPP
programming in prison. These interviews were analyzed for collective and individual
themes and ideas using a phenomenological method. This study found that formerly
incarcerated individuals experienced shifts associated with developing an environmental
identity as described by three identity theories. Participants also described experiences of
transformation stemming from nurturing, being given important responsibility, and
support. The findings of this study offer a contribution to the discussion surrounding
diversity in the environmental movement.
Table of Contents
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
List of Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Chapter 1: The Sustainability in Prisons Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Environmental Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Nature Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Animal Programs in Prison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Past SPP Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Accounts of Experiences with Education in Prison. . . . . .. . . . . . . . . . . . . . . . 20
Chapter 2: Experiences of Incarceration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Race, Education, and Prison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Recidivism and Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Education Impacts on Formerly Incarcerated Individuals’ Children. . . . . . . . .28
Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Reference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Appendix A: Interview Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Appendix B: Demographic Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
iv
List of Tables
Table 1. Demographics of Interview Participants Survey Results. . . . . . . . . . . . . . . 32
v
Acknowledgements
Many people were responsible for making this thesis possible. I would like to thank:
Miranda Mellis for her constant guidance, inspiration, and support throughout this
process and for being a fantastic advisor. Thank you for all the crazy brainstorming
sessions that helped me find clarity.
Joslyn Rose Trivett, SPP, for her support, guidance, and input when I designed my
research and throughout the writing process. Thank you for also being an amazing boss
and friend.
The formerly incarcerated individuals I had the pleasure of interviewing. Thank you so
much for sharing your stories with me and for making this research possible.
Lilliana Caughman, Yonit Yogev, and Sadie Gilliom for helping me think through some
of the most difficult and confusing points of my research. Your clarity and guidance was
instrumental to making this thesis doable.
SPP staff for fierce support throughout the process. I am honored to have been part of this
amazing organization.
My roommates and best friends, Jackson Axley, Andi Tyre, and Sammy the cat for being
the best cheerleaders I could ask for.
My parents, Peter and Beth Passarelli, and my siblings Hayden, Mary, and Mary, for
supporting me in pursuing my education and moving across the country. I would never
have gotten here without you all.
My MES cohort, including, but not limited to Melanie Graeff, Ben Harbaugh, Emily
Moore, Stephanie Heiges, and Terry Carroll, who provided immeasurable support
throughout my two years at Evergreen.
vi
Introduction
Our successes in the program have also shown me that I can make a difference in
this world, even from behind bars. Each and every one of us has the ability to
contribute to society in a positive way if given the chance.
-Former butterfly technician at The Sustainability in Prisons Project, 2016
Time is of the essence when it comes to addressing anthropogenic climate change.
Every moment we wait to make choices or a change is another moment in which we are
impacting the environment. Though human-induced climate change was once considered
a problem for future generations, it is becoming increasingly clear that climate change is
now a problem for the present. Climate scientists expect to see changes in resource
availability, increased flooding and extreme weather events (Georgakakos et al., 2014),
changes in food (Hatfield et al., 2014) and water availability and quality (Georgakakos et
al., 2014), and increased health risks from extreme heat and disease (Luber et al., 2014).
The impacts are expected to affect all parts of the United States. Even in light of the
limited time we have to act and the overwhelming evidence of human-induced climate
change, recent studies have found that environmental interest is not only plateauing, but
potentially decreasing (Andrew et al., 2016).
For many Americans, the state of the environment remains a relatively low
concern (American Environics, 2006; Andrew et al., 2016). Towards a New Ecological
Majority (2006) found that even 30% of the Ecological Base, or those involved in the
environmental movement, do not identify as environmentalists (p. 2). Clearly, identifying
as an environmentalist is not appealing to everyone. According to Towards a New
Ecological Majority (2006), the Ecological Base is “nearly 90% white, mostly college
educated, higher income, and at least 35 years old” (p. 2). As society grows and changes,
1
the environmental movement is in danger of becoming irrelevant if it fails to make to
make the appropriate changes, specifically increasing diversity.
Vulnerable populations, like poor communities, communities of color, indigenous
populations, single mothers, children, and the elderly, are expected to experience the
impacts of climate change more than the average citizen and take longer to recover
(Luber et al., 2014). Similar to the devastating effects of Hurricane Katrina, these
populations are more likely to be disproportionately exposed to dangerous diseases,
harsher weather, and air and water pollution (Luber, et al., 2016). Vulnerable populations
will likely carry the heaviest burden when it comes to climate change impacts. As
mentioned above, they are also significantly underrepresented in the environmental
movement. However, diversity is essential for the environmental movement to remain
relevant.
It is projected that by 2050 one in every two people in the United States will be
non-white (Vincent & Velkoff, 2010). Environmentalists must consider the power
minority constituencies embody and how that power will continue to grow. With the
added power and partnership from minority constituencies, diversity in the environmental
movement could translate into “political wins, higher public support, more members, a
larger volunteer base, richer partnerships, and more financial support” (Bonta and Jordan,
2007). As stated above, diversity in the environmental movement would lead to more
members. More members have the potential to create more momentum and keep the
movement relevant.
2
Clearly the environmental movement needs to make diversity and inclusiveness
one of its main goals. American Environics (2006) offers a few solutions to the shortage
of diversity. This research focuses on their third suggestion: “Develop strategies that will
more deeply engage fulfillment-oriented young Americans who don’t consider
themselves environmentalists.” (p. 3). The target population for this study is formerly
incarcerated individuals.
With 2.3 million (and growing) behind bars, the United States has more
incarcerated people than any other country in the world (Wagner & Rabuy, 2016). Over
95% of those incarcerated will eventually be released back into their communities
(Durose et. al, 2014). There can be no denying that the American penal system is
disproportionately affecting people of color, particularly African American men. Making
up 13% of the United States population, African Americans make up about 40% of the
prison population (Sakala, 2014). With the right opportunities, this population could
become a gateway to a more diverse and inclusive environmental movement.
Incarcerated individuals are lacking in, but very eager for educational
programming. Even though education is proven to help reduce recidivism rates (Davis et
al., 2013), correctional facilities continue to cut educational programming. However, The
Sustainability in Prisons Project (SPP), a partnership between The Evergreen State
College (Olympia, WA) and the Washington Department of Corrections, has committed
providing meaningful and safe opportunities for science education and community
building inside prisons. This comes in the forms of conservation nursery programs,
lecture series, rearing endangered species, environmental literacy programs, and more.
All SPP programming includes education or training in some degree.
3
This research asks the question: What attitude and identity shifts endure postrelease from participating in in-prison environmental programs? This research aims
to determine whether participating in an SPP program while incarcerated has lasting
effects on individual’s attitudes towards the environment and their environmental
identity. To pursue this question, I conducted in depth interviews with previously
incarcerated individuals who participated in an SPP program while incarcerated. The
interview participants also submitted an optional demographic survey.
If the results tell us that previously incarcerated individuals identify as
environmentalists or that they care more about the environment more after participating
in an SPP program then there is a sound basis for making the argument that sustainability
and science educational programming in prisons could help to foster diversity in the
environmental movement. The environmental movement could become more adaptable,
resilient, equitable, and representative of the population, and better equipped to address
the needs of those who will be most affected by the effects of climate change.
4
Chapter 1: The Sustainability in Prisons Project
Since 2003, The Sustainability in Prisons Project (SPP), a partnership between
The Evergreen State College (Olympia, WA) and the Washington Department of
Corrections (WA DOC), committed to providing meaningful and safe opportunities for
science education and community building inside prisons. Its stated mission is to bring
science and nature into prison:
We conduct ecological research and conserve biodiversity by forging
collaborations with scientists, inmates, prison staff, students, and community
partners. Equally important, we help reduce the environmental, economic, and
human costs of prisons by inspiring and informing sustainable practices.” (LeRoy
et al., 2012)
Science and nature in prisons comes in the forms of conservation nursery programs,
lecture series, rearing endangered species, environmental literacy programs, and more.
Many of these programs provide job opportunities for incarcerated individuals and all
SPP programming includes education or training in some degree. In fact, education is
considered one of SPP’s essential components. This means that for a program to be
considered SPP it should always include an educational component. The other four
essential aspects of SPP include: partnership that fosters benefits for all parties involved,
bringing nature “inside,” safe and sustainable operations, and evaluation, dissemination,
and tracking. While not all SPP programs are able to capture all five of the essential
components, most include more than one and the most successful programs tend to
include all five (SPP, 2016).
5
Below are brief descriptions of the SPP programs that interview participants were
involved in: endangered species programs and Roots of Success. These are defining
programs of SPP. They encompass SPP’s mission of bringing nature in prison while
being tied to strong, well-developed partnerships and a prominent education component.
It is also important to note that other defining programs, the conservation nurseries and
the science and sustainability lecture series, were not included in this research as no
potential participants could be located.
Roots of Success
Roots of Success is a 50 hour, 10-module environmental literacy program. This
course covers environmental topics like energy, food, and social justice issues, while also
encouraging critical thinking skills that translate to community-based solutions. The class
also focuses on job readiness and the green economy. Upon completion of the class, each
student earns a certificate that has potential to improve further academic and work
prospects be redeemed for college credit.
Roots of Success is unique in that it is inmate led. Instructor are either trained by
the curriculum’s creator Dr. Raquel Pinderhughes, professor of Urban Studies &
Planning at San Francisco State University, or by a Master Trainer. Master Trainers are
instructors who have taught at least 3 classes and showed exceptional teaching and
leadership skills. To gain Master Trainer status, they go through an additional three-day
training taught by Dr. Pinderhughes. In addition to traveling to Washington for trainings,
Dr. Pinderhughes has also kept in touch with some students and instructors post-release
and has written letters of recommendation and assisted in job searches.
6
This course is currently supported in almost all Washington State prisons
including Airway Heights Corrections Center (AHCC), Coyote Ridge Corrections Center
(CRCC), Larch Corrections Center (LCC), Monroe Correctional Complex (MCC),
Stafford Creek Corrections Center (SCCC), Washington Corrections Center for Women
(WCCW) and Washington State Penitentiary (WSP).
In addition, Clallam Bay Corrections Center (CBCC), Washington Corrections
Center (WCC) and Mission Creek Corrections Center for Women (MCCCW) are
planning to reinitiate the program in 2017.
Roots of Success Students
Students involved in Roots of Success may be taking the class for a number of
different reasons. Some may be taking it because of their own interest, while others may
be taking as a requirement for a job. For instance, at Washington State Penitentiary, if an
incarcerated individual wants to work in the Sustainable Practice Lab, a desirable job for
many, they must first complete the course. Some classes, particularly in pilot classes,
have students selected by staff due to their interests and behavior. SPP’s Evergreen staff
do not choose who to include in classes. Well-established classes often have a first-come
first-serve rule and usually have waitlists. Classes can have anywhere from 2 to 20
students.
Roots of Success uses PowerPoint presentations which include information on the
module, videos, and definitions. Students are provided with a workbook which they fill
out as the class progresses and are encouraged to keep the workbook after the class is
complete. Instructors also facilitate group discussions between students. Every student is
7
encouraged to contribute to the conversations which provide a variety of opinions and
deep discussions. They are encouraged to work together to find community-based
solutions to environmental issues. Students often leave the class feeling more confident in
speaking skills as well as with a deeper understanding of environmental issues and
potential routes for green jobs.
Roots of Success Instructors
Instructors are selected by DOC staff and are typically paid for the position,
though not always. Instructors are typically chosen because they have shown interest in
environmental issues and have demonstrated the potential to be effective facilitators.
Most classes have multiple instructors teaching, though this is not always true. Multiple
instructors allow for diversity in opinions and varied classroom dynamics. Having
incarcerated instructors can be difficult as DOC staff cannot allow incarcerated
individuals to be in positions of power over other incarcerated individuals. However,
since instructors typically stick to the script in their instructor manual, work in pairs, and
work closely to DOC liaisons, power struggles are dealt with quickly if they occur at all.
Instructors not only become well-versed in the subject material, but learn how to use
PowerPoint, team building skills, handling diverse opinions and ideas, and developing
community-based solutions to environmental issues.
Taylor’s Checkerspot Butterfly Program
The Taylor’s Checkerspot Butterfly (Euphydrayas editha taylori) population has
been dramatically declining since 2001. In Washington, this federally endangered species
can only be found fragmented areas. MCCCW started rearing these species in 2011, and
8
they have released over 17,000 butterflies have been released. Between 3 to 5
incarcerated butterfly technicians work throughout the year to carefully rear and breed
these butterflies. Inmate technicians not only learn to breed these endangered butterflies
according to careful, genetically sensitive protocols, but also have opportunities to
participate in scientific research. Previous inmate technicians have published scientific
papers and gone on to study environmental science in college, post release (SPP, 2017).
Technicians are hired based on their potential to work well with others and follow strict
directions, as the protocols for this program are quite specific.
Western Pond Turtle Rehabilitation Program
The western pond turtle (Actinemys marmorata), a state listed endangered species
and one of only two native turtles in Washington State, is struggling with a treatable shell
disease. In a partnership with Washington Department of Fish and Wildlife, veterinarians
at PAWS, Woodland Park Zoo, and Oregon zoo, incarcerated technicians clean, feed, and
monitor the turtles every day. Depending on the number of turtles, technicians spend
somewhere between 4 to 6 hours a day caring for and monitoring the turtles. SPP Turtle
programs can be found at Cedar Creek Corrections Center (CCCC) and Larch
Corrections Center (LCC) (SPP, 2017).
Recruitment for turtle technicians involves an interview with the SPP program
coordinator. The coordinator looks for individuals who demonstrate good communication
skills, attention to detail, and the ability to work respectfully in a team setting. There are
usually 3 technicians at LCC and 2 at CCCC. In addition to caring for the turtles,
technicians participate in discussing scientific literature on the turtles, help design
9
research plans, collect data, assist in developing important protocols, and even go on field
trips to the partner zoos and turtle releases.
Oregon Spotted Frog Program
Though this CCCC program is on hold for evaluation, this was SPP’s first
program to work with endangered species, and as far as SPP knows, the first endangered
species program in prison ever. Since the turtle program is modelled after this program,
these two programs are quite similar. For example, technicians would feed, study, and
observe the frogs daily based on strict animal husbandry protocols. They also participated
in discussions on scientific articles and had opportunities to interact with biologists,
media, and other partners.
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Literature Review
The following literature review explores several topics including environmental
identity, nature therapy, and animal programs in prison. The review begins with defining
and exploring environmental identity and how people create meaningful and lasting
connections with nature. Next discussed is nature therapy, which has been researched in
health care settings, prisons, and other stressful environments. Those participating in SPP
programs may not only be building connections to the environment, but may be
experiencing the therapeutic effects of nature as well. The third section explores animal
programs in prison, which is also thought to have therapeutic effects on individuals. The
fourth section includes a short review on other SPP research. Past research has found,
among other results, that SPP programs increase interest and understanding of
environmental issues and topics. The review concludes with a discussion drawing from
the experiences of formerly incarcerated people who have undergone educational
programming during incarcerations.
Environment Identity
Identity is complex, ever-changing, and difficult to measure. Identities are so
complex because there are countless elements that contribute to who we are. Identities are
in part formed around how we are seen and received by others (Clayton & Opotow,
2003). In addition to the complex formation of identities, according to Clayton (2003),
“we have multiple identities, varying in salience and importance according to the
immediate context and to our past experience” (p. 45). Identity is generally thought to be
both a product and a force that guides personal, social, and political behavior (Rosenberg,
11
1981, Clayton, 2003). This research focuses on one of those identities, our
“environmental identity” or our E.I. Rather broadly defined, an environmental identity
can be understood as “a psychological connection between oneself and the nonhuman
natural environment” (Kashima et al., 2014; Clayton, 2003; Mayer & Frantz, 2004).
It is worth understanding how we develop and change our environmental
identities because one’s E.I. may predict environmental intentions and behaviors
(Kashima et al., 2014; Terry et al., 1999). People who consider themselves
“environmentally friendly” or an “environmentalist” may be more likely take part in
resource conservation efforts, eco-shopping, and other environmentally friendly actions
(Whitmarsh & O’Neill, 2010). This means that this research could be used to develop a
better understanding of what changes need to be adopted to enable a transition into a
sustainable future (Kashima et al., 2014; Bratanova et al., 2012).
However, the complex study of environmental identity puzzles researchers. As
E.I. has been conceptualized using varied methods, it has also varied practical use
(Kashima et al., 2014). Indeed, Carlone & Johnson (2007, p. 1189) point out that “the
concept is slippery and difficult to operationalize in a way that provides solid
methodological and analytic direction.”
Researchers have used a variety of different theories to better understand our
identities and how they relate to the environment. For example, Williams & Chawla
(2016) explore E.I.’s using social practice theory, which claims that people adopt and
adapt identities based on what the people around them are doing and saying. They studied
the long-term impacts of participating in three nature-based programs in Colorado.
12
Williams & Chawla (2016) found that good experiences with instructors, feeling accepted
in the group, and being entrusted with responsible tasks were the most memorable and
impactful moments of being involved in the programs and contribute to how they see
themselves in environmental situations. Another researcher, Stapleton (2015) used
sociocultural theory to understand what roles action, practice, and recognition play in
developing an environmental identity. Stapleton conducted a qualitative study based on
the reflections of 13 students with varied demographic backgrounds, experience, and
interests who participated in international experience on climate change impacts. She
found that diversity in the learning group and a range of interest and experience can
enhance the development of an environmental identity and that social interaction has a
large impact on this development as well (Stapleton, 2015). Other researchers have used
the theory of ego development (Searles, 1960), place theory (Sack, 1997), or have even
created their own theories (Kashima et al., 2014).
In addition, the conceptual framework and assumptions underscoring their
theoretical constructs are extremely varied, especially on the lasting effects of
environmental learning experiences in adults, which very few studies focus on (Williams
& Chawla, 2015; Stapleton, 2015; Liddicoat & Krasny, 2014). Many of the studies
focused on the E.I. being developed from childhood experience and memories in nature,
including involvement in outdoor environmental education, but few studies focus on the
development of E.I.s in adults. These studies attempted to measure through the use of
surveys and different types of interviewing (Chawla, 1999; Bogner, 1998; Matsuba &
Pratt, 2013; Liddicoat & Krasny, 2014; Williams & Chawla, 2015). In addition to scarce
research on the development of E.I.s on adults, Holmes (2003) noted that the
13
development of environmental identity across racial, ethnic, and class diversity has been
greatly overlooked. Clearly, research on the lasting effects of environmental interaction
and education in adults needs expansion. In addition, this area of research could expand
its focus from the natural environment to the social influences that also shape our
environmental identity.
Much of E.I. research focused on solely the relationship to the natural
environment. For instance, many scholars attempted to understand E.I through focusing
only on sense of place and attachment to place (Devine-Wright & Clayton, 2010; Blatt,
2013; Clayton, 2003; Matsuba & Pratt, 2013). While we do want to understand what
impacts the natural environment has on our identities, we cannot ignore the impacts
social meaning and interaction has on the identity (Stapleton, 2015; Zavestoski, 2003;
Samuelson et al., 2003). Though experiences with the natural environment do appear to
have significant effects on individual’s environmental identity, social impacts influence
ideas, personal values, and, ultimately, the salience of this identity (Stapleton, 2015;
Williams & Chawla, 2016; Clayton & Opotow, 2003). According to Clayton and Opotow
(2003) “environmental identity involves dynamic interplay between what is perceived as
central and as peripheral, with the social and environmental encroaching on and
redefining each other (p. 12). Therefore, it is imperative to understand that social impacts
heavily influence how the E.I. if not only formed, but maintained.
Overall, the research surrounding the development of an E.I. is scattered and
complicated. However, in the face of multiple theories, frameworks, and methodologies,
this area of research is promising. Similar to those who have defined the “environment,”
researchers are beginning to look at both natural and social impacts on the identity. The
14
environmental identity could be built on a variety of factors including experiences that
boost self-esteem, provide responsibilities, moments of independence, community
building experiences, beauty, a deeper understanding of one’s role in the environment
and vice versa, exposure to new information, a sense of belonging and acceptance, and
much more (Williams & Chawla, 2015; Stapleton, 2015; Clayton & Opotow, 2003;).
Clearly, diverse influences and experiences shape our ever-changing environmental
identity.
Nature Therapy
Research describing the therapeutic powers of nature is rich and promising.
Nature therapy, which can be both formal or informal, can take form in something as
simple as viewing images of nature, to forest walks, to daily involvement in gardens.
Many studies found that spending even a little bit of time in nature have positive health
impacts. For instance, Ulrich (1999) found that exposure to greenery and the outdoors
can have rehabilitative effects on individuals, particularly on their stress and self-control
levels. Berger & Tiry (2012) found that nature therapy can be “supportive of
rehabilitation and growth and development of adults with emotional problems” (p. 415).
This phenomenon has been studied in a variety of stressful situations including in
healthcare, particularly easing feelings of anxiety about surgeries and quicker healing
afterwards (Söderback et al, 2004; Marcus & Barnes, 1999; Ulrich, 1999), in veterans
with PTSD, who felt calmer and included in natural settings (Poulsen et al., 2016), and
children with learning disabilities who were found to have higher self-esteem and a better
understanding of responsibility among other benefits (Berger, 2008).
15
Fewer studies explore the therapeutic effects of nature in prison. One study, which
looked at the effects of nature imagery on incarcerated individuals, by Nadkarni et al.
(2017), found that even seeing images of natures calmed incarcerated individuals. This
led to reduced violent infractions, improved relationships with prison staff, and an
increased ability to control one’s anger. Other studies found the view from an inmate’s
cell window can affect inmate health (Moore, 1981; West, 1985). For instance, West
(1985) found that incarcerated individuals who had windows that faced natural settings
reported fewer stress-related physical symptoms than inmates with a window facing a
prison building. Moore (1981) also found that inmates with windows facing natural
settings had less health complaints. Though there has been promising research exploring
nature therapy in prisons, there is plenty of room for more detailed studies (Gallagher,
2013). Nadkarni (2017) contributed significantly to this area of research and nature
therapy will likely be explored more thoroughly as “blue rooms,” or nature imagery
rooms, become more popular in prisons.
Animal Programs in Prison
Animal rehabilitation and training programs can be found in prisons around the
world including Japan, Canada, and many European countries. Incarcerated individuals
have the opportunity to train service or work animals, usually dogs, or to prepare animals
for adoption as pets. Within the last 15-20 years, the majority of U.S. prisons have begun
hosting animal rehabilitation and training programs (Furst, 2006).
In Washington State, 11 of 12 prisons have very active dog training programs that
prepare dogs for adoption or for service (SPP, 2017). One remarkable program at
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Washington Corrections Center for Women, called the Prison Pet Partnership (PPP),
gives incarcerated women the opportunity to gain experience in grooming and handling
cats and dogs. Sufficient program experience is recognized by a Pet Care Technician
Certificate through the American Boarding Kennel Association. This can lead to job
opportunities post-release and the Prison Pet Partnership offers support through the
transition back into the community (PPP, 2017).
This area of research is fairly thorough researchers generally agree that these
types of opportunities benefit the incarcerated individuals as working with animals can be
“highly therapeutic and rehabilitative” (Deaton, 2005) and can allow incarcerated
individuals the opportunity to understand and cope with emotions (Burger et al., 2011).
Even without training, simply taking care of dogs has been linked to increased inmate
self-esteem, self-worth, patience, reduced infractions, less tension, and responsibility
(Allison & Ramaswamy, 2016; Britton & Button, 2005; Furst, 2006, Strimple, 2003).
While dog programs are fairly common and well-researched, programs rearing
endangered species are quite the opposite. Working with endangered species in prison is
quite rare. To date, there have been no studies capturing the effects these programs have
on incarcerated individuals and little scientific research even mention the programs
(Gallagher, 2013; Ulrich & Nadkarni, 2009). Though little explored, it is important to
point out key differences between SPP’s endangered species programs and popular dog
programs.
SPP’s endangered species rearing programs, specifically the Taylor’s Checkerspot
Butterfly Program and Oregon Spotted Frog Program, are unique in that while inmates
17
still have the opportunity to care for animals, they also include a rigorous science
component. Incarcerated individuals examine, analyze, and write papers on peerreviewed scientific articles while also learning important transferable skills like data
management and recording keeping (Gallagher, 2013). Inmates also work closely with
professional biologists to restore local populations. This gives opportunities to give back
to the community while incarcerated. For a more detailed description of these programs,
please see Chapter 2.
Past SPP Research
As SPP continues to grow and provide more programming, the project constantly
evaluates itself and provides research opportunities for graduate students. Since the start
of SPP, there have been four theses exploring the effectiveness of different SPP
programs. All theses have found an increase of interest and understanding of
environmental issues. Each thesis is briefly described below.
One thesis project looked at the rehabilitative potential of SPP programming.
Clarke (2011) used qualitative interviews to find that SPP programs share characteristics
with successful rehabilitation programs. Clarke (2011) found that both staff and
incarcerated individuals noticed that participating in SPP’s Science and Sustainability
Lecture Series had an increase in social interactions and positive conversations,
excitement and interest in environmental topics, and an increase in job skills and
opportunities for incarcerated individuals. Clarke also found less prominent themes that
include increased self-esteem, altruistic motives, empathy, nurturing, hope, and increased
freedom.
18
More thesis research on the lecture series, conducted by Weber (2012), explored
the effectiveness of lecture-style and workshop-style classes focused on environmental
issues. Weber (2012) analyzed pre and post surveys which included both qualitative and
quantitative questions. This thesis found that there was significant improvement in
inmates’ attitudes towards environment and improvement in knowledge on endangered
species.
Gallagher (2013) researched the effects that participating in SPP programs can
have on incarcerated individuals. 253 incarcerated individuals responded to a survey
which assessed attitudes towards the environment, pursuing education, work satisfaction,
job skills, social relationships, and outlook on the future. Gallagher (2013) found that
incarcerated individuals who worked in education/training, working with living things,
and contributing to the community were associated with more pro-environmental
behavior.
Finally, Webb (2016) explored responses from lecture series program surveys.
This research found that students showed an increased understanding of and positive
attitudes towards the environment and lecture topics. Webb (2016) also found instances
of potential ‘green washing,’ or false advertising that a program is more environmentally
friendly that it is, in Washington prisons. SPP identified the need for further evaluation of
the effects of SPP programming on inmates, staff, and scientists (LeRoy et al., 2012). In
addition, past graduate students have identified the need for longer-term impacts of SPP’s
education and conservation programs, particularly qualitative research (Clarke, 2011;
Gallagher, 2013; Weber, 2012).
19
Accounts of Experiences with Education in Prison
Though there are plenty of examples of narratives from previously incarcerated
individuals about their experiences in prison, there are few published narratives covering
experiences with education and nature. Most narratives discuss the harsh realities of
prison life, difficult prison dynamics, inequalities, parenting behind bars, and other
hardships. However, very few previously incarcerated individuals are asked about their
relationship with educational programming.
Those who did discuss education had almost entirely positive comments. They
discussed how education allowed them to “leave prison with the belief and understanding
that they can accomplish anything they put their minds to” (Stern, 2014, p.162). The
majority of previously incarcerated students who spoke about education found postsecondary education to be a transformative experience (Stern, 2014; Zoukis, 2014). Many
previously incarcerated individuals found that they were also able to improve
communication and social skills.
Stern (2014) suggests that the more education an inmate receives the more likely
the inmates are to start building healthy relationships. The narratives from previously
incarcerated outside of SPP tend to agree with that. Interviewees described how
education gave them the tools to express themselves. One previously incarcerated
individual described that education gave him and his fellow inmates the ability to
“articulate their grievances in ways in which they couldn’t previously, in ways that are
20
more likely to be understood and acted upon” (Stern, 2014; p. 150). This autonomy and
confidence can often translate into rebuilding important relationships.
Family relationships provide important support for those reentering their
communities (Travis & Waul, 2003). Families are a necessary support system for those
reentering the community. With the stigmas and challenges surrounding reentering
society as a convicted felon, family support can be the difference between being
rearrested and staying free. Studies have found that fathers who returned to their wives
and children after incarceration were less likely to recidivate than those who lived alone
or with a parent (Curtis and Schulman, 1984). While not all families can financially or
emotionally support a previously incarcerated individual or have positive impacts on
previously incarcerated individuals themselves, family relationships often spark a desire
for change in incarcerated individuals (Cossyleon, 2012; Stern, 2012; Travis & Waul,
2003; Zoukis, 2014). Education can give incarcerated students the tools to rebuild
important relationships and improve communication and listening skills (Stern, 2014).
Other interviewees described how obtaining an education changed their relationships
with family members (Stern, 2014; Cossyleon, 2012). One woman described her father,
who she had had little to no contact with, helping her buy textbooks so that she could
pursue her education. He told her, “as long as you’re moving in the right direction, I’m
gonna be there to help you any way I can” (Cossyleon, 2012; p. 28). Education has the
power to rebuild important social relationships amongst family, friends, and colleagues.
The literature has represented that previously incarcerated individuals have, in
general, had positive feedback on educational programming. However, none of the
narratives reviewed discussed suggestions for improving programming or program
21
participation and the literature including narratives from previously incarcerated
individuals is minimal. Those who face incarceration and reentry often have their voices
stripped from them. They often cannot vote, find housing or employment, receive social
services, or escape the stigmas that come with a marked record. Their input is a useful
tool that we can use to empower those who are underrepresented and hear diverse
thoughts and opinions. Their voices have the potential to make immediate changes to
existing conditions and programming.
22
Chapter 2: Experiences of Incarceration
Since this research explores identity shifts in formerly incarcerated individuals,
we must understand who is in prison, the environment that they lived in during these
shifts, the challenges they face upon release, and how this ultimately affects than just
incarcerated individuals. The first section, “Race, Education, and Prison” discusses the
demographic that currently make up the U.S. incarcerated population. The second
section, “Recidivism and Education,” walks through recidivism, or the rate of being
rearrested, the challenges faced by formerly incarcerated individuals, and incarcerated
living conditions which may shape the way these individuals formed their identities. The
third section of this chapter, subtitled “Education Impacts on Incarcerated Individual’s
Children” explores the affects that education and confidence building can have on
incarcerated individual’s children. If we want these behaviors and interests to be passed
on to children, we must understand how incarceration can affect their children.
Race, Education, and Prison
There can be no denying that the American penal system is disproportionately
affecting people of color, particularly African American men. Making up 13% of the
United States population, African Americans make up about 40% of the prison
population (Sakala, 2014). That number does not include the 5.1 million people who are
on parole or correctional supervision (Alexander, 2012). As described earlier, reentering
society is already an extremely difficult process, and for black men the process is even
harsher. When black men reenter their communities they are not only less likely to
23
receive a job offer than any other demographic, but also more likely to be discriminated
against for housing and public services (Alexander, 2012; Pager, 2003).
As will be discussed below, not only is having both parents important for a child’s
emotional and mental health, but children with parents in prison may be more likely to
someday become incarcerated themselves. According to Alexander (2012), “a black child
born today is less likely to be raised by both parents than a black child born during
slavery” (p.180). The US penal system is currently set up as a “revolving door” which is
preventing many African American families from breaking out of the penal system.
When parents are released from prison but are not able to get custody of their children,
housing, employment, food stamps, or other social services, they are more likely to end
up back in prison. Since many of these families are already struggling with poverty,
mental illness, or addiction the penal system is only set up to fail them and their children.
On top of these hardships, we must be reminded that educational programming is
minimal (only about 6% of prisons have post-secondary educational programming) which
means that those without privilege will be stuck in the “revolving door” (Zoukis, 2014).
There are currently more African American men in prison on drug charges alone
than enrolled in undergraduate programs (Alexander, 2012). While there is little
information on the demographics of those involved in correctional educational programs,
SPP is dedicated to increasing diversity in programs. Narratives from previously
incarcerated individuals can act as a tool to increase correctional educational diversity,
inclusion, and program quality. Their stories may shed light on any racial, or other,
discrepancies that are preventing or deterring people of color from participating in an
educational program.
24
Recidivism and Education
With 2.3 million (and growing) behind bars, the United States has more
incarcerated people than any other country in the world (Wagner & Rabuy, 2016). Over
95% of those incarcerated will be released back into their communities. Unfortunately,
the recidivism rates are staggering. The Bureau of Justice Statistics found that 3 years
after release, 67.8% are rearrested. Five years after release, the numbers are even higher,
at 76.6% (Durose et. al, 2014). In Washington State has lower recidivism rates than
national average. In 2006, the recidivism rates were at 31% (Evans et al., 2010).
Preparing incarcerated individuals to re-enter back into society requires significant
attention from the public, as these returning citizens directly affect the communities they
are returning to and taxpayers. These staggering statistics act as a clear signal that
punishment is not enough.
This statistic may be shockingly high, but unfortunately makes sense. Re-entry is
incredibly difficult. These statistics represent the heavy burdens that come with
reentering the community after incarceration. In general, incarcerated individuals are less
educated than the average citizen (Durose et al., 2014). Many of the incarcerated men and
women enter prison without any job experience, social or professional skills, support, a
high school diploma or GED, or even the ability to read (Zoukis, 2014). According to
Gideon & Sung (2011), “40% of prisoners are functionally illiterate and 19% are
completely illiterate” (p. 24). According to Zoukis (2014), almost 70% of prisoners
cannot write a letter or understand a bus schedule (p. 51). Being so unprepared and
unsupported often results in returning to crime and being rearrested. On top of that, the
25
prison environment is a harsh one that inherently promotes antisocial behavior and
negative self-views.
As Zoukis (2014) said, “prison may actually decrease one’s ability to cope in the
traditional society, as the values needed to succeed in prison often directly conflict with
societal norms” (p. 10). Gideon & Sung (2011) similarly argue that “the current model of
prison operations is based solely on incapacitation and not inmate rehabilitation” (p. 24).
As soon as prisoners enter the prison system they are greeted with humiliation, fear, and
dehumanization. They lose all personal belongings, have their body cavities searched,
have their names degraded to a number, are referred to as “inmate so and so.” and are
subjected to intense power dynamics from staff (Stern, 2014). Not only are people’s
identities stripped from them upon entering prison, but they are also entering an
overcrowded community of people who are equally as scared, angry, and confused as
they are (Zoukis, 2014).
Many prisoners have traumatic life histories that make rehabilitation and
transformation unachievable without additional support. For instance, most incarcerated
individuals have extremely low self-esteem, have suffered abuse before and during their
prison time, may have no family or outside support, may be struggling with drug
addictions (Zoukis, 2014), and often suffer from mental problems (Gideon & Sung,
2011). In fact, more than 90% of previously incarcerated individuals have no plans for
discharge (Kupers, 1999). With all these odd stacked against them, most incarcerated
people have little chance of succeeding on their own in the community.
26
Education can provide the tools for incarcerated people to obtain employment
upon release. However, even with a proper education, previously incarcerated individuals
face additional hardships that come with having a criminal record, like finding
meaningful employment opportunities which will hire ex-convicts and finding housing
that does not discriminate against ex-convicts (Pager, 2003; Zoukis, 2014; Alexander,
2010). In addition, another law signed by Bill Clinton permanently bars those with drugconvicted felonies (most which are black men) from federally funded public assistance,
including food stamps. While thirteen states have opted out of this law completely and
most other states have created exceptions to the rule, there are still thousands of
previously incarcerated individuals without access to food stamps (Alexander, 2013;
p.157-8). If incarcerated individuals are being released back into the community without
additional education or social skills and little support, crime becomes an inevitable option
for survival. In its current state, the prison system is not an appropriate environment for
rehabilitation and positive change, but instead is perpetrating negativity, inequality, and
institutionalized racism (Gideon & Sung, 2011; Alexander, 2010; Zoukis, 2013).
In the face of all the negativity surrounding prison life, education has been found
to lower recidivism rates rather substantially (Durose et al., 2014; Davis, 2013; Zoukis,
2014). Durose et al. (2014) found that those who “participated in correctional educational
programming had 43% lower odds of recidivating than inmates who did not” (p. 57).
They also found that prisoners who participated in educational programming during
incarceration have a 13% higher chance of finding employment opportunities after
release. If previously incarcerated individuals can find a stable job with a reasonable
income, they are less likely to return to crime to support themselves and their families
27
(Zoukis, 2014). Education offers incarcerated individuals a new set of social skills and
new ways of thinking. Finding employment post-release can contribute to rebuilding selfesteem, connecting with a more supportive system of people, getting into a productive
routine, and can seriously impact previously incarcerated individual’s children.
Education Impacts on Incarcerated Individual’s Children
Correctional education programs not only impact those taking the courses, but
also their families, especially their children. This means that education not only has the
power to reduce recidivism, but also to reduce the future incarceration numbers (Zoukis,
2014; Stern, 2014). In 2008, it was reported that over half of the U.S. prison population
reported having a child under the age of 18, 25% of those children being 4 years old or
younger (Glaze & Maruschak, 2008). Not only do these children lose home time with
their parents, but due to the costs of travel, distance, and visitation rules children are even
less likely to see and spend time with their incarcerated parents (Mumola, 2000).
According to Coley & Barton (2006), in California, 60% of female prisoners are from
southern California, but the two largest women's prisons are 260 miles away (p. 24). In
fact, Mumola (2000) reported that 57% of fathers and 54% of mothers in state prisons
have not had a personal visit with their children since they began serving their prison
sentence, and 60% of incarcerated parents are over 100 miles from their last place of
residence. To make interacting with family even more difficult, we must be reminded that
many prisoners cannot read or write letters to their families or afford call fees (Travis &
Waul, 2003).
28
These children, who were already likely at risk due to their parents’ financial
situation and instability at home, are affected by their parent’s incarceration in a number
of ways. They may develop psychological issues like trauma, depression, or anxiety, are
more likely to display disruptive behavior at school, and may be more likely to be
involved criminal behavior (Travis & Waul, 2003). As one incarcerated man put, “In
urban communities, you do not see many examples of the finished product of education
so it is difficult to picture one’s self as anything other than what you see on a daily basis.
Sadly, in too many communities in America, that example is drug dealers, users, gang
members, and common criminals.” (Travis & Waul, 2003; p. 167).
The majority of incarcerated parents, 70% in state prisons, do not have a high
school diploma (Mumola, 2000). However, when children see their parents earning
colleges degrees and staying away of crime, it influences the children’s future choices as
well (Stern, 2014; Zoukis, 2014). According to Stern (2014), “A study from Bedford
Hills College Program found that children of the women enrolled in the prison college
program expressed pride in their mother's’ academic achievements, were inspired to take
their own education more seriously, and were more motivated to attend college
themselves” (p. 178). Correctional education has the potential to inspire incarcerated
individual’s children to see their own potential and abilities. While not enough research
has been done on the children of incarcerated people and we know very little about the
long-term effects of parental incarceration on children (Travis & Waul, 2003; Arditti et
al., 2003; Luther, 2015; Cassidy et al., 2010), we do know education has the potential to
have positive effects on children (Zoukis, 2013; Stern, 2014).
29
Methods
The goal of this thesis is to understand if in-prison SPP programming can shift
participant’s attitude and/or identity towards environmentalism. To better understand this
idea, I asked the research question: What are the lasting identity and attitude shifts in
formerly incarcerated individuals who participated in an SPP program while
incarcerated? This study interviewed and surveyed formerly incarcerated individuals on
their experience with SPP programing and reflections on themselves and others. The
surveys were used to describe the demographics of the participants. After being
transcribed by ear, the interviews were then coded using qualitative analysis technique,
rooted in several identity theories.
Position Statement
There was potential for bias in these interviews as I worked for The Sustainability
in Prisons Project during this research. Individual’s responses may have been influenced
by knowing my position in SPP and the desire to keep a relationship with SPP. However,
potential bias was mitigated in two ways: First, by ensuring that their identity would
never be revealed and second, their responses would not affect their relationship with
SPP. Some level of bias is expected in this type of research as it involves participants
understanding their own past experiences and the researcher understanding the
participant’s past experiences (Smith & Osborn, 2013). The benefits of this research
methodology outweigh the concern for bias as the number of participants available to
interview was small and some level of biases are expected in this type of qualitative
research.
30
Research Approval
Conducting research in a prison setting can be extremely difficult. There are
significant ethical concerns since incarcerated individuals represent a disempowered
population that has been exploited by researchers in the past (The Belmont Report, 1979).
To keep this research to be feasible and affordable, I chose to interview only previously
incarcerated individuals who were not under any supervision, such as parole. This meant
that I worked only within the Evergreen State College Human Subject Review, rather
than the Department of Corrections. While this limited the number of interviews I could
conduct, these participants were able to speak candidly on the programs and their
impacts.
Participants
A total of 8 previously incarcerated individuals participated in this research. Since
SPP is a young program, at 14 years old, the pool of potential interview candidates is
limited. Not only are many SPP participants still incarcerated, but due to the human
subject review implications, only individuals who were not under supervision could be
contacted. In addition, since SPP is not a reentry program, keeping in contact with
participants after re-entering society is up to the participants. Participants were recruited
through social media and email. All participants were given a $30 gift card to a vendor of
their choosing for participating in the interview.
31
Demographic Surveys
All participants in this study participated in a voluntary demographic survey. The
demographic survey collected information on each participant’s release date, age, race,
release date, what SPP program(s) they were involved in, preferred pronoun, highest
level of completed education, and past and current job activity (including industry, title,
and how much earned). To see the questions asked, please look at Appendix B. The
participants came from varied and diverse backgrounds. This tool captured accurate,
aggregate data without giving identifying information on the individuals. The following
table describes the demographics of the individuals who participated:
Table 1: Demographics of Interview Participants
Characteristic
Category
Age
18-30
0
0%
31-40
5
62.5%
41-50
1
12.5%
>50
2
25%
White
3
37.5%
Hispanic or Latino
1
12.5%
Black or African American
3
37.5%
Native American
0
0%
Asian/Pacific Islander
1
12.5%
Other
0
0%
She/Her
4
50%
Race/Ethnicity
Preferred Pronoun
Number of
Participants
Percent
32
Highest degree
level of school
completed
He/His
2
25%
They/Their
2
25%
No school completed
0
0%
Nursery school to 8th grade
0
0%
Some high school, no diploma
0
0%
High school graduate/GED
2
25%
Some college, no degree
3
37.5%
Trade/technical/vocational
0
0%
Associate’s Degree
2
25%
Bachelor’s Degree
1
12.5%
Master’s Degree
0
0%
Doctorate Degree
0
0%
In addition to being demographically varied, participants also varied in the
amount of time spent in SPP programs. Some individuals only spent a few months in a
program, while others spent years in a program. The requirements and recruitment
process for involvement in the programs vary from program to program as well. For more
detailed information please refer to Chapter 1. The amount of time these individuals have
been back in the community varied from 4 years to about a year.
Lastly, individuals also varied in their knowledge and interest in environmental
issues before participation. Some individuals were aware and considered themselves
environmentalists before participating in SPP, while others gained awareness during their
time in SPP.
33
Interviews
The formerly incarcerated individuals in this study took part in a semi structured
interview about their relationship with nature before and after SPP, meaningful parts (for
themselves and their families) of their experiences in SPP, and reflections on themselves
as part of the environmental movement. Interviews varied from 17 minutes to almost 40
minutes in length. Most interviews were held in person, though one was held through
video chat. Each interview was recorded on an audio recorder and then manually
transcribed.
The goals of the interview were to:
1. Explore participant’s prior and current relationships with the environment and
gauge interest in environment issues.
2. Explore and identify meaningful and lasting effects of SPP programs on
individuals.
3. Explore identity and attitude shifts accredited to being involved in SPP
programming.
4. Describe how participants now use the tools and information they developed
during their time in SPP.
These goals are in tandem with the aims of interpretative phenomenological
research and analysis as it explores individual’s perception of objects, events, and
personal lived experiences (Smith, 2004; Finlay, 2012). Seven interview questions, with
four to five clarifying questions beneath, were developed to explore participant’s
experience with SPP, nature, and social interactions during their participation in SPP
34
(Smith, 2004). To see the questions and their clarifying questions, please see Appendix
A. Each participant was given the questions ahead of the interview to ensure they
understood the questions and felt comfortable participating.
Data collected from these interviews was analyzed following the well-established
method of phenomenology along with the theoretical basis of environmental identity.
This approach exploring personal experience and an individual’s perception of an event.
This method was chosen as it allows the researchers to understand the participant’s point
of view, which was useful for answering the research question (Smith & Osborn, 2003).
This sample size met the standards of qualitative phenomenological research. According
to Smith & Osborn (2003), 5 to 10 interview participants is common for this type of
research, especially since SPP has a limited number of potential participants.
When analyzing the data, the goal was to abstract themes that describe the
meaning behind the participant’s answers (Smith, 2004). Each theme was assigned a
code, which focused on understanding the participant's experiences with the environment,
SPP programs, and identity and attitude shifts. For more information on the coding
process, analysis, and results, please see the next section.
35
Results & Discussion
The interviews and surveys were analyzed and results show that participating in
SPP programs during incarceration can contribute to developing a strong environmental
identity. Though 2 participants were hesitant to call themselves “environmentalists,” all
participants described participating in pro-environmental action. Participants participated
a variety of environmental actions like recycling and resource conservation, changing
consumer habits, pursuing an education in environmental studies, and sharing
information with family and friends. In line with phenomenology methodology, themes
were identified throughout the interviews. After coding, I found three major themes:
environmental awareness and action, transformation and personal development, and
support and social connection. To analyze the findings, I decided to look at the findings
through the lenses of three identity theories. Each section briefly explains the theory
used, then supports theories using quotes and themes from the interviews.
Pro-Environmentalism - Action and Changes in Behavior
The majority of the participants of this research described changes in their daily
habits in hopes of having positive effects on the environment. When researching
environmental identity, the goal is that the individual will make changes to their habits and
share information. As Clayton & Opotow (2003) suggest, there are three levels that proenvironmental action can be facilitated. These three changes are not associated with just
one theory, as these three changes were summarizing a book of various peer-reviewed
36
articles on environmental identity. However, they found that there were three tiers that
seemed to be prominent in the articles included in the book. First, pro-environmentalism
can be facilitated when individuals see “nature as an entity with moral standing rather than
merely a source of resources to exploit.” Second, action can be facilitated when the social
environment is designed “to nurture a feeling of connectedness to nature and an awareness
of the local impact of global environmental issues. Thirdly, pro-environmentalism action
can be facilitated “when social contexts support pro-environmental identities and
encourage a recognition of shared concern for the environment that crosses and blurs
existing boundaries (Clayton & Opotow, 2003; p. 20).
All three of these levels were mentioned in some capacity during the interview
process. The first level, or seeing nature as an entity with moral standing, was found
indirectly throughout the interviews. First, we must define what it means for nature to have
“moral standing.” According to Schonfeld (1992), “moral standing is possessed by any
entity whose continued existence and well-being or integrity are ethically desirable, and
whose interests have positive moral weight (provided the entity can meaningfully be said
to have interests)” (p. 353). Though none of the participants discussed the ethics or values
surrounding the existence of the nature itself, all participants indirectly acknowledged
nature as being worthy of protection and felt personal responsibility to carry that out. They
all discussed changes they made to their habits to support the health and well-being of the
environment. In terms of this entity as possessing interest, all participants acknowledged
that the complex functions carried out by living creatures or by resources were important,
worth protecting, and should not be meddled with by humans too much.
37
Understandably, the endangered species technicians mostly focused on the
importance of living creatures. Nearly all technicians discussed a deep sense of respect for
living creatures, particularly insects. Several technicians reported stark changes in their
views on living creatures. Particularly, there were rather clear shifts in empathy after
spending every day caring for and studying endangered species. These shifts translated into
respect and compassion for living creates. For example, the quote below comes from a
former technician who explains how she saw changes in herself after working with
endangered species.
I’ve just become more knowledgeable. Like, “Oh, hey…” There was this one, so,
before I used to be really scared of spiders, right? But after I’ve been working with
the butterfly, because it does have little legs, and because they used to come into
the greenhouse, then we would always have to capture them, but before I would
just kill them, right? But, over time I would start catching them in a cup and just
like releasing them. So those kind of things, you know? Like, just little changes,
shifts, changes. But, definitely, like I just care more about the environment, and
what I’m doing to help it, and what things I could be doing to help it more, so
making those kind of choices.
This former technician clearly not only understands that spiders serve a purpose,
but she developed a profound sense of respect and compassion for them. These spiders,
which she once would kill freely, were now not only worthy of survival, but also respect
and compassion. She acknowledges that they play an important role and serve a purpose,
even if they may have made her uncomfortable. This technician allowed her respect for
these creatures to overcome though maybe not eliminate, but significantly diminish her
fear of insects deemed dangerous or scary. It seems that this type of work not only affects
one’s identity and view on the environment, but perhaps also their own moral and ethical
principles.
38
In a starkly different example, those involved in Roots of Success seemed to have
a rather different view of natural resources. For some, Roots of Success was the first time
individuals were exposed to sustainability and environmental issues. It is also important to
note that this experience occurs in a classroom. Though the class is full of deep and
meaningful discussions, students do not work directly with any animals or plants in the
course. The classes are designed to promote eco-friendly behavior and prepare students for
green jobs. This is worth remembering because their relationship to the environment is
based on different foundations when compared to the endangered species technicians.
The two quotes below belong to a former program participant. Though they do not
discuss a close connection to nature itself (meaning they do not discuss a connection to a
certain place or creature), they clearly take conserving resources seriously and are taking
action. The first quote below explains their initial motivation for participating in the
program. The second quote represents their habit changes, which keep them active and
satisfied with their relationship to the environment. The third quote demonstrates their
respect and value for the environment, which is quite different from the technician’s.
I actually… thought about doing the SPP program because I wanted to figure out
how I can be more inclined to being green, how I could help my bills go down when
I got out, how I could be more energy efficient if you want to call it that, so that’s
why I got involved with that. [...] it was nice to be able to help the people out that
were in there to help them also understand how they can lower their bills and stuff
like that. Just being a part of—I guess going green. So that’s the reason I originally
decided to do that, so.
I actually probably didn’t have a relationship to the environment (laughs) before
Roots of Success, but now my cans go in one garbage can, my glass goes in another,
my newspapers go in another, and… As I said, you know, if I’m not in a room I
turn the lights off, if I’m not there I turn the fan off, uh, try not to go to the bathroom
as often as you need to go. Of course, when you’re in prison you’re always told,
“Flush. Flush, Flush. Flush.” But, that just costs money. And so I’ve noticed that
39
my light bills have gone down, my power bills have gone down, my heating bill
has gone down.
I guess I have a newfound respect for the environment and that fact that my kids
will have kids and their kids will have kids and I would like the environment to
(pause), you know it’s just like us. We stop smoking and we stop doing this and we
get better. Same thing with the environment. If we were to stop doing all this kinda
stuff, the environment will turn itself back around, so. [...] Down the road everyone
else can enjoy the same things we enjoy.
This individual seems to be defining their relationship to the environment through
their dedication to conserving resources, or “going green.” In this case, going green is
thought of as synonymous with cost savings and efficiency. Though his motivations may
be different from the endangered species technicians, this individual appears to find
satisfaction from conserving resources and helping the environment. They also now feel
confident that they do have a relationship to the environment. In addition, once the
participant discusses future generations it became clear that they do respect and value the
environment for reason other than cost savings. Whether it is clean air or beauty, they do
mention that we enjoy parts of the environment that should be passed onto future
generations. This tells me that this individual sees that the environment is worth respecting
and it is our ethical responsibility to preserve it for future generation.
The second level, which says that pro-environmental action can be facilitated when
social environments build connections to nature and build an understanding local impacts
of global issues, was also found throughout the interviews. One program participant,
quoted below, explained that his favorite information to share with others was about
pollution as is connected directly to him.
It kinda hit home because when I was learning about it, I think it was these landfills
or these places where they would burn a lot of stuff, just so happen to be in lower
40
income communities, so what I learned about that was is that it's affecting
minorities the most. So, me. And people like me. That is probably the information
I share the most because when something affects you directly or indirectly, in this
case the communities that I come from, you’re just more aware and you want to
share that with other people. Like, “Listen, this is what’s going on right now. These
places are being built in these types of communities. Communities that we grew up
in and we’re not getting involved enough to protest or make an argument against
why we don’t want this in our communities.”
This individual not only understands how the environmental issues connect directly
to him and his community, but makes an effort to share this information with others. They
are connecting global issues, or waste management in an over-consuming country, to local
issues, environmental racism and injustices. This individual also recognizes another issue
entirely: the lack of diversity in environmental voices, another global and local issue.
Though it may not be in the traditional way of feeling connected to the environment, this
individual represents that they see how they are directly connected to environmental issues.
Again, endangered species technicians had a different approach to the second level.
One technician described how the animals he worked with allowed him to nurture a feeling
of connectedness to nature. Through SPP, he gained an understanding of the small
workings of ecosystems.
But being in SPP opened my eyes to a lot of things like how nature works now, you
know without certain animals I mean hey, we wouldn’t be nothing. I didn’t even
know that they said if the honeybee was to just perish off the face of the Earth
humans would only have like 4 to 6 years or something like that to live. Because
they pollinate so much. Our fruits, our vegetables, a whole lot of stuff. And the
[endangered animal], they go test those [them], so if anything happens in our marina
or anything like that, they go test [them] and water to see if its consumable for
humans.
41
This technician connects how the endangered species he worked with directly affect
him and his well-being. He recognizes not only that we rely on indicator species to tell us
about the health of the environment, but also that without certain species our future would
be at jeopardy. Because of the information and hands on experience from working with
SPP, this individual could develop a connection to these animals and explore how these
connections affect him and others.
The third level that Clayton & Opotow (2003) described pro-environmental actions
facilitating when social context supports this type of identity and encourages a recognition
of shared concern for the environment that crosses and blurs existing group boundaries.
All participants mentioned the importance of support from SPP staff, program partners,
and fellow SPP participants. The three quotes below from an endangered species technician
described the vulnerable position he was in and the importance of support.
My favorite part, like I said, was the information that I obtained. I didn’t know so
many things and the support that I had coming from the people who I worked with
and just backing me through it all. Understanding my struggle and how I grew up.
Giving me a chance. To take something’s life and take care of it and nurture it back
to health.
When I first got incarcerated I was a knucklehead. I was immature, I always had a
chip on my shoulder because I wasn’t the biggest guy so growing up like that so
young in prison you take on a bad attitude, you’re always trying to fight, you’re
always trying to prove yourself. I had messed off a lot of my good time. I was
actually supposed to have been out almost two years ago. I started doing work with
SPP and [DOC leadership staff], he just seen something in me. [...] And I have all
these certificates from SPP and I’d been working there for three years. He’s like,
“I’m gonna give you a shot man. A couple people called me speaking very highly
of you and we all believe that you’ve changed. You’re not the same person as when
you first came in. Even since you been in this SPP Program certain things just
moved you.” And then I checked on Monday and I was like, “What? I get out in
2015?” I wasn’t supposed to get out til 2018. It’s just a blessing to be here.
Well you know one cool thing I learned about myself is that I’m a nurturer. And
guys can be nurturers, it's okay.
42
As discussed in Chapter 2, the prison environment can be harsh and painful. With
punishment culture often trumping rehabilitation, it can be difficult to find supportive and
safe learning and growing environments in prison. However, in this case this individual
was able to have successful learning experience because he felt supported, safe, and trusted.
This support and responsibility had an impact on him, and he took it very seriously. He
took is so seriously that several staff members took notice and recognized his achievements
in a powerful and meaningful way. Though this is an example of this type of work being
supported and recognized while also blurring existing group boundaries, it seems obvious
that something much bigger also happened here. This individual underwent a significant
transformation due to the power of support and education. He went from playing into prison
culture to considering himself a nurturer, which he mentioned can be difficult to
acknowledge as a man. These types of transformations also occurred in other endangered
species technicians. A butterfly technician quoted twice below mentioned that the
combined support of SPP, scientists, and media brought positive energy and ended up
giving her the confidence to pursue her education in the environment.
For me now, I think it really means actually being connected and it’s not so much
of this dividing, it’s more like a blending, right? Like, I am in the environment, but
I’m a part of it so it’s just different now. I associate environment and things with
peace. And that’s what would happen when I was working on the butterfly program.
That alone time I got out there, that’s when I actually started to find myself again.
And so I associate that with peace and clarity, and so that kind of stuff happens to
me still, like if I’m outside or when I’m studying things like that, that’s what
happens.
When I was, when I first got there I was very broken, you know? And, so, the
program definitely helped and believing and confidence boosting in myself and
believing like, “Yeah, I could further pursue college” Like I am right now, right?
And before that I didn’t think that. So the program definitely helped and the people,
right? So it’s the combination of the whole program. It’s the people coming in there,
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it’s the media too, you know, all those things are like confidence boosters, right?
They’re promoting positive energy. And we’re working with butterflies (laughs)
again right? Cuz they’re just these happy little delicate creatures. So it creates that
sense of like positivity in your life, so. Yeah.
Similar to the technician who was released early, it's clear that the work, support,
and education she was receiving effected not only her environmental identity, but boosted
her own self-image. Her work environment was safe and supportive enough for her to find
clarity and peace. The support she received from others led her to a boost in confidence
and positive energy. Through others recognizing her work, she could recognize her own
potential and new doors opened for her. Based on Clayton & Opotow’s (2003) major
findings regarding environmental identities, SPP programs are providing a safe and
supportive space for incarcerated individuals to gain an understanding of their connection
to the environment and all its inhabitants. However, these programs also appear to have
powerful transformative effects for those who may need them most.
Social Practice Theory
Social practice theory, used by Williams & Chawla (2016), claims that “people
develop multiple identities in different facets of their lives, as they respond to their
environment and adopt—and adapt—the words, actions, and practices of others around
them” (p. 979). Williams & Chawla (2016) found that three changes should occur as people
begin to develop environmental identities. First is a sense of increased salience in
environmental issues. This means that individuals are attentive and knowledge about the
natural world and are aware of environmental problems. The second change is that people
gain a sense of agency, begin taking responsibility for action, and begin caring about the
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consequences their actions cause as well as how others evaluate them. The third change
Williams & Chawla (2016) theorized was that people learn how to be involved and how to
take action (p. 980).
The first change, or awareness of the natural world and environmental problems,
was seen in all the participants. One former technician describes how her views shifted on
endangered species after she began to understand the interconnectedness of ecosystems.
How everything interacted together. I mean I think that was bottom line. Because I
was, not that I don’t love every animal out there, but it was like, “Yeah okay, so
that particular butterfly will go extinct. We’ve got a million more.” See what I
mean? Then it was like, “Oh, that is very crucial that we protect every species.” So
I mean, I learned more and more about how all the species interact together and
why every one of them is part of the bigger picture in the puzzle. To have healthy
land, water, air…
Once this technician studied the consequences of losing one species, species
conservation became more important and relevant to her life. This importance and
relevancy translated into caring more deeply about the problems of extinction and
contemplating solutions.
Next, I’ve chosen to follow one technician as she exhibited all three changes in only
two quotes. The quote below exemplifies not only the first change, but also the second
change, or feeling responsible for one’s actions and consequences. This technician
describes how her awareness of environmental issues not only increased, but that she also
spent time considering the impact she could have.
For me, I would have to say it has brought my awareness up for almost everything.
From garbage disposal, to clean air and water, to the fossil fuels, to I’m against
fracking. I mean there’s things that I never would have even given one second
thought to before. Like ice melting in Alaska and the polar bears at risk. I wouldn’t
45
have thought of any of that stuff. I would just go on about my daily business doing
what I do. And now I spend a lot of time thinking about things and what I can do
to help, in my part. And, you know, and how we treat our environment, I think
everyone of us can help if we’re more conscious about how we treat our
environment.
This technician gained an understanding of problems which transformed into caring
enough about these problems to take action. This enlightenment on environmental issues
allowed issues that once seemed far away to suddenly hit home and caused her to feel a
sense of responsibility. This same technician also represented the third change, or learning
how to practically take action and to become acquainted with networks of similar people.
This former technician now volunteers full-time with another endangered species. Not only
is she taking action with her own time, but she also takes time to try to educate others. Her
quote below shows that she not only feels responsible for the endangered species, but is
indeed taking action.
Okay, so prior to the work with SPP which led me to working with the [endangered
species]. I would have never, like used, for instance, Facebook as a platform to get
my point across. We have had a couple of exhibitions over at the sanctuary and you
know there was a lot of Facebook interactions about it. People were very negative
because they said, “[they] are not for human entertainment. They should be in the
wild.” Well, in the wild they’re getting slaughtered. [...] So, I kinda feel like I need
to be an advocate. And I did respond to many of those people which is something I
never would have done before. And I tried to educate them slightly about a keystone
species is and, you know, there’s two sides to every story.
Not only did this technician appear to go through all three of the changes described
by social practice theory, but she also clearly had a boost of confidence. She was willing
to try something new by responding to people on Facebook, where people can see her
personal profile, likely because she identified so strongly as an advocate for this
endangered species. This former technician has embraced the identity of an endangered
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species advocate, telling us that these SPP programs do have the potential to ignite a change
in individuals that can result in an identity change.
Self-Determination Theory
One theory used to describe the formation of identities is Self Determination
Theory. Though this theory was not used in the literature I examined on environmental
identity, shifts and changes in overall identity are still salient. Support and positive social
interactions appear to have caused changes in not only individuals’ environmental
identity, but changes in self-confidence and empathy were also observed. In addition,
this theory seemed to fit well with other themes found in the interviews as well as the
context of living in the prison environment. As mentioned in Chapter 2, the prison
environment is harsh and does not always promote creativity and change. Inmates are
also constantly reminded of their mistakes and are given destructive labels that affect
how they see themselves. Self-image in prison is typically poor, which is while selfdetermination fits well to this research. Self-determination theory is the idea that people
are naturally motivated to behave in effective and healthy ways. According to Aitken et
al. (2016) this theory is based on the desire to satisfy three basic psychological needs:
“autonomy (feeling free to act), competence (feeling capable), and relatedness (feeling
connected)” (p. 154). Satisfying these needs allows for natural growth in an individual.
These three needs were described by all the participants, particularly feeling
competent and connected. Increased confidence was mentioned by almost all of the
participants. This increase of self-efficacy transformed individuals into mature and
47
patient adults. Below is a quote is from a former program participant describing changes
he thought his family saw in him after participating in the program. The main change
they thought their family saw in them was maturity:
I describe maturity as being...just conscious about what’s going on with my life.
What going on with me. And learning about myself and learning about the things
that aren’t good for me. Getting barriers and boundaries for myself. Setting goals
and striving and reaching, and accomplishing those goals. Just being thoughtful of
the future and making plans for the future, 5-10 years down the line and really just
taking charge of my life. Not just kinda flowing with things.
This work gave this individual the chance to feel a sense of autonomy over their own life
and the confidence to take control. They also could identify their own personal boundaries
and barriers. This allowed them to build confidence in setting and working towards goals.
Below, another program participant describes his motivation for joining an SPP program:
Well, what interested me was that it was an opportunity to kinda look beyond just
the current environment that I had found myself in. And what that means is I wanted
to know exactly what I could possibly engage in while I was there and that I could
continue on beyond the premises that I found myself currently in in that moment.
So that was I believe the overall motivating thing of why I got involved was just to
continue on in my own personal development. And also be able to segue that into
something sustainable, you know, beyond being in the environment I was in.
This individual found the freedom, or autonomy, to make a choice about his personal
development. He wanted to challenge himself to go beyond what the prison environment
was offering. He took up this program to involve himself in something new and potentially
useful. Similarly, a technician, quoted below, found both autonomy and competence
through her work with SPP.
And it taught me a lot about myself. I mean the time that I was at SPP was really,
really good for me. Um, you know, I was... I felt really unappreciated and wasn’t
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good at what I was doing. And then, and then this just all kinda reminded me that,
you know, you’re a good person and you’re doing the right thing, so. [...] So, having
programs like this really teaches them and gives the confidence that they need to
say, “Hey, I don’t need that world anymore. There’s a whole ‘nother world that is
open to me. And I am capable of surviving in.”
Clearly, this type of work is helping incarcerated individuals gain confidence and stability
in a difficult environment. This new confidence opened her eyes to new opportunities even
in the face of incarceration. She could rebuild the relationship she had with herself and
came out of it with confidence and direction. Another technician experienced such
profound changes in herself that she compared her own changes to the transformation of
the Taylor’s Checkerspot Butterfly.
Like I said my self-esteem happened, but there—I can just see the difference that,
you know, I cared again. [...] me just being broken and here’s this butterfly and
they’re tiny and they need help and love and so that whole, like, I’m going through
the process with them and like, I’m almost getting the same out of it as they are. If
that makes sense. So, it’s my own metamorphosis as well as theirs.
This technician recognized that through support and care, just like what she was giving to
the butterflies, was affecting and changing her. She experienced a transformation along
with the butterflies that led to a deep connection to the butterfly, but also increased selfesteem. In a similar vein, another technician had a very similar experience. This technician
not only feels deeply connected to the butterflies, but also was able to take control and
learn patience and appreciate the calm.
So, when I first got to the program, and I’ll just say it too cuz it’s.., but I was
addicted to drugs for a long time, right? From like 15 to about 20… when I first
came incarcerated I think 27? Or 28? [...] So when I first got to the program, in
comparison to the end, I could see myself, maybe the others couldn’t, but I was
kind really abrupt or more rough, you know? But also that has to do with the side
effects, right? Of coming off of drugs, but then, as like time went on and I’m
49
working with this butterfly and it’s like delicate and has all these scales on it, you
don’t want to [hurt them] you know, and so I just learned how to just how to be
gentle all over again, how to be calm. Like, and you could just —I could start to see
it happen over time and so that program I think helped me a lot doing that. And, I
was just coming to this peaceful, calm, like, I didn’t have to be so crazy all the time,
right? (laughs) But, yeah, so I really feel like it helped me a lot. Me, personally.
Like, my own person and how I react to others or how I react to situations, so.
This technician not only developed a deep and meaningful connection to the butterflies,
but was able to find clarity and control. When she could find herself while working with
the butterflies, she was able to develop an identity associated with positivity and peace.
Because of this newfound peace she was able to communicate more effectively by
changing how she reacted to others. This technician experienced tremendous personal
growth which she associates her work with the butterflies. Clearly, all three selfdetermination theory needs were satisfied through this program and allowed for personal
growth, confidence, and peace.
Overcoming Fear
Overcoming fear, which was scarcely discussed in literature other than by Williams &
Chawla (2015), was mentioned often throughout these interviews. Whether it was
overcoming fear of animals or of public speaking, several participants experienced and
remembered the satisfaction and confidence boost that comes with overcoming a fear.
Below, one endangered species technician describes not only overcoming their fear of the
frogs, but learning to forming deep emotional bonds:
I mean I was scared of a cat at one point in time. I remember when I first, off subject
real quick, I remember when I first started working with the frogs that guy that I
worked with who actually got me the job he noticed that “dude, why didn’t you get
in the pond and grab one of the frogs?” And I’m like trying to play it off like I’m
not scared. And he must have grabbed one and tried to chase me with it and I was
like Pshh! I was gone. He was like, “Man you can’t be scared working here. It’s not
gonna bite you or anything like that.” So I just ended up really falling in love with
50
them and taking care of them and I don’t know. It’s crazy because I get emotional
about it.
Besides forming a bond with animals, it appears there was an empathy shift that
still affects the technician today. This technician challenged himself to try something new,
which ended with a deep emotional bond with animals that still affected him during the
interview. Overcoming this fear of animals opened new doors that he did not know where
previously available. Another endangered species technician described a similar
interaction. Not only did she overcome a fear, but she gained an understanding, respect for,
and compassion for living creatures and the roles they play in the ecosystem. This
compassion and understanding caused her to change habits towards pro-environmentalism.
I would have to say probably… compassion for everything. Not just my chosen,
let’s say, dogs, cats, people, okay. And I hated spiders, I hated bees, and, you know,
I would kill a spider, I would kill a bee. And I don’t do that anymore because they
serve their purpose. I don’t like them, I don’t like them at all, but I’m not going to
go squash a spider just because I don’t like it. So I think maybe that was one of the
things I learned was greater compassion.
This technician experienced a profound change in her identity which affected her attitude
towards insects and spiders. Nurturing butterflies daily and studying them thoroughly
allowed her to see the value in all living creatures. She identified as an advocate and
nurturer for living creatures which lessened her fear or hatred of the insects. Her
compassion outweighed her fear. Overcoming fear creates memorable experiences that can
have lasting effects on one’s identity and personal growth.
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Identifying as an Environmentalist
Based on the attitude and identity shifts represented in the interviews, it appears
that all interviewees have developed an environmental identity. Though they may vary in
strength, SPP programs did influence their relationship with the environment. However,
not all participants felt that they qualified as environmentalists. Out of the 8 participants, 2
did not consider themselves environmentalists. Interestingly, both of those participants
were involved with Roots of Success. Both individuals made changes to their lifestyles
either through recycling or changing purchasing habits and share their knowledge with
their friends and family. This strikes an interesting question about how we define what an
environmentalist is. Both individuals felt that they could not identify as an environmentalist
because they believed that to be considered an environmentalist, they must be completely
committed and active. One participant compared them self to the creator of Roots of
Success.
When I think of environmentalists, I think of people who are sorely dedicated to
changing the environment and their commitment is a real focus. And when I think
of environmentalists, I think of Raquel actually. She’s—I’ve never seen someone
so excited and passionate about the things going on in the environment. So when I
think about myself and ask myself “Am I an environmentalist?” it’s like “I’m not
like Raquel.”
Though this individual knows that they are contributing in a positive way to environment,
there appears to be some sort of barrier stopping them from identifying as an
environmentalist. To this individual, being an environmentalist is a fully committed and
environmentally-focused person, essentially someone who committed their life to the
environment. Somewhere along the road, this individual set incredibly high standards for
52
environmentalists. Similarly, the other participant also felt like he had not committed the
way an “environmentalist” would.
I’m conscious of the environment, I’m making all the right efforts, I recycle
where I’m supposed to, I don’t litter, do things of that nature, but I’m sure I use
some shampoos that are not organic, that are harmful to the environment. So I
think that someone who is an environmentalist would be very conscious of all of
their intake and output on the environment. So I know there’s certain shampoos
that we should refrain from. I’m not even honestly certain if they’re harmful or
not harmful to the environment because I haven’t looked into it. I’ve done other
different things that I know I’m aware of, but I need to look into things like that,
so to truly call myself an environmentalist I would need to look at everything that
I use that goes into the environment, and also everything that’s extracted from the
environment that goes into me as well. Because if it's harmful being extracted I
have to get rid of it at some point in time and that means if I’m getting rid of it,
I’m releasing it back into the environment. Whether I’m sweating it out, using the
facilities, or whatever the case may be. So to truly say that I’m an
environmentalist I think that I would have to have more a sustainable approach.
This participant also appears to have very high standards for environmentalists. To him,
environmentalists are aware of every move they make and every product they buy. This
tells me that perhaps he views environmentalists as people who can afford to spend both
time and money on eco-friendly products. Clearly, there is another, maybe the same, barrier
here. It may be that he did not feel represented. Perhaps the people represented in the
program who he remembers most clearly from his time in Roots of Success could give their
full attention and time to the environment. As someone with a record and countless other
challenges, he felt because he could not devote his entire self to the environment, he was
not part of the group. It is important to note that after taking Roots of Success, this
individual knows more about the environment than most of the general population. This
individual has also taken steps to further his education and make changes to his daily habits.
Clearly, there is work to be done with term “environmentalist.” If we want to reach more
people, this identity needs to be more relatable and obtainable.
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Limitations
A number of limitations arose when conducting this research. Though working
with formerly incarcerated individuals allowed me to work around the difficult human
subjects review process for working with incarcerated individuals, the pool of
participants was quite limited. This research also was only able to capture individuals
who participated in endangered species programs and Roots of Success. This means this
research missed out on exploring the lasting effects from the science and sustainability
lecture series, conservation nursery programs, and general sustainable operation jobs, like
recycling and composting.
In addition, Washington’s Roots of Success has reached over 1,000 graduates.
However, only two individuals, who took the course during the pilot period, were
interviewed. Since there are several logistical problems that occur when first beginning
any program in prison, it is possible that these individuals may not have had an
experience that is representative of most Roots of Success instructors and students.
Though they did describe attitude and identity shifts that coincide with an environmental
identity, it would be interesting to hear the experiences of more graduates or instructors.
I was also unable to contact anyone who was currently on probation or under
supervision. This means this research may have been missing information on what
individuals are doing directly after release, like pursuing education or green jobs. On the
other side, this research also did not reach anyone who had been released for five years or
longer. The longest any of the participants had been back in the community was 4 years,
54
while several had only been released about a year. Since SPP is still fairly young, this
was expected. However, this warrants interesting future research.
Suggestions for Future Research
There are a number of interesting research opportunities with The Sustainability
in Prisons Project. Firstly, it would be interesting to interview formerly incarcerated
individuals, perhaps even the same individuals interviewed in this research, over the next
few years to follow the lasting effects of these programs. This could provide researchers
with a better understanding of how to maintain and continue developing environmental
identities. This research would not require an intensive human subjects review, making
this research easier and more doable than in-prison research.
Another interesting research prospect could be reaching a wider audience of
formerly incarcerated individuals who participated in SPP programs, perhaps through a
survey or interviews. Though finding willing participants would require time and effort, it
would be interesting to see if different programs have different impacts on individuals.
This research did not reach individuals who participated in important SPP programs like
the lecture series or conservation nurseries. It would be interesting to compare working
closely with plants in the conservations nurseries to working with endangered animal
species. Do conservation nursery technicians experience the same attitude and identity
shifts than endangered species technicians? Since working with endangered animal
species is rare in other prisons, perhaps plant conservation nurseries could be a way to
reach more individuals with meaningful programming.
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Conclusion
This research has explored the lasting effects SPP programming can have on
formerly incarcerated individuals’ attitudes and identities, particularly as they relate to
the environment. I found that participants described not only experiences that match
identity development theories, but also that the participants have indeed made daily
changes to support the environment and combat environmental issues. Participants,
particularly those involved in endangered species programs, built strong connections to
the environment which led to a greater understanding of environmental issues, feelings of
responsibility towards protecting and serving the environment, and were taking action
through pursuing education and changing spending and resource habits.
In addition to developing an environmental identity, these programs also appear to
have meaningful transformative effects on participants. This is attributed to not only the
support from SPP staff, DOC staff, community partners, and even media, but also being
trusted with important responsibilities and being given a second chance. Lastly,
participants overcome fears of animals and insects which led positive shifts in empathy
and self-esteem. These powerful transformative effects appear to stick with individuals
even years after released. Interestingly, these effected were noted by Clarke (2011) as
being only minor themes in her thesis findings on the lecture series. Though I cannot
assume that the effects found are as powerful in all SPP programs, they point to the
potential to promote self-confidence, empathy, and hope more widely.
This research suggests that SPP programs hold considerable promise for
promoting lasting environmental identities in incarcerated individuals. Given the
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potential benefits for a variety of partners and stakeholders, it is recommended to
continue rigorous quantitative and qualitative research to determine the long-term effects
of SPP programming. Programs like SPP have potential to improve incarcerated
individual’s quality of life and potentially offer transformative effects for an individual’s
life.
In the face of climate change and other environmental issues, these individuals
could be the new voices of the environmental and social justice movements. SPP
programing can bring awareness and opportunity to those who will be most affected by
environmental burdens. Providing support and education to incarcerated individuals has
the potential to develop confident and compassionate environmentalists who can give back
to and expand the environmental movement.
57
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Appendices
Appendix A: Interview Questions
Appendix B: Demographic Survey
69
Appendix A: Interview Questions
Interview Questions
Please note this is a semi-structured interview. This means that Emily can ask clarifying
questions or ask you to elaborate. Possible clarifying questions have been added, but may
not be asked. This interview is optional, and you are free to skip any question or stop at
any time.
What interested you in being a part of the SPP program you were involved with?
Tell me about your time in the SPP program.
Potential follow up/clarifying questions:
What did you do with SPP?
Did you enjoy it?
What was the best part? Worst part?
What did your friends think about you working with SPP?
How would you describe your relationship to the environment before participating
in SPP programming?
Potential follow up/clarifying questions:
What did you think about the environment?
What did you like to do outside?
How did you consider or take action on environmental problems?
How would you describe your relationship with the environment after participating
in SPP programming?
Potential follow up/clarifying questions:
What do you think about the environment now?
What do you like to do outside now?
How do you consider or take action on environmental problems?
70
What changes did you see in yourself that you would attribute to your work with
SPP opportunities?
Potential follow up/clarifying questions:
Did you find yourself calmer in general?
Did you find yourself better able to communicate problems or ideas?
Did you find yourself more interested in pursuing education?
Did you find yourself handling problems or arguments differently?
What changes do you think your family or friends see in you that you would
attribute to you work with SPP opportunities?
Potential follow up/clarifying questions:
Would your family consider you a better role model?
Is your family able to communicate better with you?
Do you consider yourself a part of the environmental movement?
Potential follow up/clarifying questions:
Imagine it is 2030 and family and friends are discussing environmental problems from
2017, will you picture yourself as part of the environmental movements from 2017?
Do you think you’ll still be interested in protecting or saving the environment in 2030?
71
Appendix B: Demographic Survey
Interview Participant Demographic Survey
This survey is optional and how you fill it out does not affect your participation in the
interview. Your responses to this survey will be kept anonymous. If you prefer not to
answer the questions, or want to stop at any time, please feel free to do so.
1. What SPP Program(s) were you involved in, and for how long?
2. When was your release date?
3. What is your age?
18-30
31-40
41-50
>50
4. What race(s) do you most identify with?
White
Hispanic or Latino
Black or African American
Native American or American
Indian
Asian / Pacific Islander
Other
Prefer not to answer
5. What is your preferred pronoun?
She/Her
He/His
They/Their
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6. What is the high degree of level of school you have completed? If currently enrolled,
highest degree received.
No school completed
Nursery school to 8th grade
Some high school, no diploma
Some college credit, no degree.
High school graduate, diploma, or equivalent
(GED)
Trade/technical/vocational training
Associate Degree
Bachelor’s Degree
Master’s Degree
Doctorate Degree
7. With regard to your past job activity:
a. In what kind of business or industry do did you work in before incarceration if
applicable?
__________________________________________________________
(For example: hospital, newpaper publishing, mail order house, auto engine
manufacturing, breakfast cereal manufacturing.)
b. What kind of work did you do? (Job Title)
__________________________________________________________
(For example: registered nurse, personnel manager, supervisior of order department,
gasoline engine assembler, grinder operator.)
73
c. How much did you earn, before taxes and other deductions, in an average year before
incarcation?
_____Less than $5,000
_____$5,000 through $11,999
_____$12,000 through $15,999
_____$16,000 through $24,999
_____$25,000 through $34,999
_____$35,000 through $49,999
_____$50,000 through $74,999
_____$75,000 through $99,999
_____$100,000 and greater
_____Don't know
_____No response
Question 6. With regard to your current or most recent job activity:
a. In what kind of business or industry do you work?
__________________________________________________________
(For example: hospital, newspaper publishing, mail order house, auto engine
manufacturing, breakfast cereal manufacturing.)
b. What kind of work do you do? (Job Title)
__________________________________________________________
(For example: registered nurse, personnel manager, supervisor of order department,
gasoline engine assembler, grinder operator.)
74
c. How much did you earn, before taxes and other deductions, during the past 12
months?
_____Less than $5,000
_____$5,000 through $11,999
_____$12,000 through $15,999
_____$16,000 through $24,999
_____$25,000 through $34,999
_____$35,000 through $49,999
_____$50,000 through $74,999
_____$75,000 through $99,999
_____$100,000 and greater
_____Don't know
_____No response
75
