This thesis seeks to explore how two governmental documents discuss earlier preventions of criminality. The two documents analyzed are the Female Offender Strategy and The Government’s Approach to Crime Prevention. The first of these documents main aim is to provide a more gender sensitive approach to the criminal justice system within the United Kingdom and the latter document does not explicitly differ between the genders. The analysis will be carried out with the use of feminist pathways theory and through an intersectional lens, in order to demonstrate how the two documents discuss earlier prevention of criminality. By utilizing the methodology of What’s the Problem Represented to be (WPR) the aim is to demonstrate who benefits from the documents and who is relegated to the sidelines. Neither of the two documents demonstrate a strategy or policy which takes into account the many varying identities which exist amongst the inmate population of the criminal justice system.

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

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Mental illness and substance use disorders have been determined to be leading predictors for recidivism among criminal offenders in the United States who are released to community supervision. Women make up an increasing in percentage of this criminal justice population; however, few studies have explored the role that gender plays in determining men and women's recidivism. Offender's education, employment, and peer association have also been reported to be predictors increasing the likelihood of recidivism among criminal offenders. This study was designed to determine if gender, mental illness, substance use disorder, employment, education, and peer association predicted recidivism. Differential association theory and gender pathways theory provided the theoretical framework for this study for examining archival data obtained from the Court Services and Offender Supervision Agency AUTO Screener and Supervision Management Automated Record Tracking System. Multiple logistic regression analysis showed that substance use disorder significantly predicted recidivism, while employment decreased the likelihood of recidivism. This study did not find a significant interaction between mental illness and substance use disorder or mental illness only. Additionally, neither gender, education, nor peer association were found to be associated with recidivism. This study promotes social change by highlighting the increasing need for services for offenders and identifying the complex factors that impact recidivism. The findings from this study will be helpful to criminal justice agencies for developing programs that address the need of SUD and employment for offenders to reduce the likelihood of recidivism and increase public safety.