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A women's prison in the midwestern region of the United States experienced an increase of female inmates. Incarcerated women have reported higher rates of substance abuse problems, prior victimization, and mental illness than their male counterparts. Clinical social workers are often the primary service providers in criminal justice settings. The purpose of this action research project was to explore the challenges faced by social workers in a midwestern state when providing clinical treatment services to female offenders. Postmodern feminist theory and pathways theory provided a framework for understanding the factors related to female offending. The practice-focused research question explored the responses of licensed clinical social workers in a midwestern state regarding identifying the issues and challenges of providing clinical treatment services to female offenders. Data were collected from interviews with 7 local clinical social workers who had experience working with female offenders. Data were analyzed using thematic analysis to explore and organize the data. The study revealed 5 primary themes that included the unique background of female offenders, factors contributing to the incarceration of women, barriers to effective clinical treatment, the nature of prison, and postincarceration needs of female offenders. A possible implication of this study for social change is that specialized and/or population-specific training for clinical social workers may benefit clients in achieving their treatment goals and improve their capacity to successfully readjust upon release from jail or prison.

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Through examining the common themes in the writings of five anarchist women writers, I argue their writings are representative of ideological regionalism, or the convergence of factors that give rise to a political ideology that is then expounded through the literary production of a particular time and place. I analyze the economic, sexual, and “religious” politics across fiction, non-fiction, and poetry, connecting arguments about class, individualism, feminism, and anarchism to a foundation of Midwestern cultural ideology. Ultimately, I argue that economic, political, and historical conditions promulgated an exceptionalist American anarchism rooted in settler anti-statism. <br>

The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members’ descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood diversity as it related to their teaching preparations and practices. As an adjunct faculty member at a community college, this study has been enhanced by my own experiences, along with in-depth interviews with other adjunct faculty members from the same institution. Data, interpreted from a Critical Race Theory perspective revealed elements of dysconscious racism and whiteness from some participants. As a result, Culturally Relevant Pedagogy and Inclusive Pedagogy were examined as potential frameworks to guide next-level faculty development programs for adjunct faculty teaching communications courses at a community college. In the absence of such faculty development programs, data did not demonstrate any evolution of preparation strategies as part of the pedagogical practices of adjunct faculty, nor any practices as process of continual improvement for teaching in diverse classrooms. The findings can be used to better understand the complexities of how adjunct faculty understand diversity and how that understanding impacts their teaching preparations and practices. / Department of Educational Studies

Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 69-76). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 69-76).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / "August 2006" Includes bibliographical references (l. 114-117)