Melvina Sumter

Bio: Melvina Sumter is an academic researcher from Old Dominion University. The author has contributed to research in topics: Prison & Collaborative learning. The author has an hindex of 9, co-authored 13 publications receiving 404 citations. Previous affiliations of Melvina Sumter include Florida State University.

Prisoners, Prison, and Religion: Religion and Adjustment to Prison.

Abstract: SUMMARY During the twentieth century there has been much speculation by scholars in the United States about the relationship between religion and prisoners. In spite of the fact that both religion and the prison have been subjected to considerable study, we know little about religion in prison, particularly as it relates to the psychological adjustment of offenders to the prison environment and reduction in problematic behaviors such as disciplinary infractions. Applying a survey methodology which incorporates a recently developed scale of religiousness (the first to be developed with the assistance of inmates specifically for use with inmates) and a previously developed scale of inmate adjustment to prison, this study explores the relationship between inmate religiousness and adjustment to prison and the number of disciplinary confinements they receive. A self-report questionnaire was administered to a non-random sample of 769 inmates in 20 prisons from 12 states in order to determine if an inmate's reli...

Improving Group Work: Voices of Students.

Abstract: Introduction For those who use group projects, the teaching strategy is particularly appealing because of its versatility. Group projects can be organized as short-term or long-term projects. Short-term group projects might have students work together for a class period or part of a class period in an effort to learn more about a particular topic. Long-term projects could be spread out over several class periods, or the entire semester. Regardless of how long the projects are designed to last, research shows a number of benefits of group work. Among others, those benefits that have been identified in the literature include the following: (1) students learn teamwork skills, (2) students improve their critical thinking skills, and (3) students gain more insight about a particular topic. As far as teamwork skills go, surveys of employers show that employers want college graduates to have developed teamwork skills (Blowers 2000). Advocates of group projects suggest that the pedagogical strategy affords students a firsthand experience to gain teamwork skills (Colbeck et al. 2000: Davis and Miller 1996: Young and Henquinet 2000). In this regard, it is believed that group projects "can effectively serve as a bridge between the academic community and the business world" (Lordan 1996: 43). Ideally, working with their peers, students will learn decision making skills and how to communicate with one another (Dudley, Davis, and McGrady 2001). In addition, the symbolic interactionist in many of us would likely not be surprised by research that shows that group work helps students develop social skills (Andrusyk and Andrusyk 2003). By working with others, students are able to assign meaning to the actions of their peers as well as their own actions. They also receive feedback--formal, informal, or both--from their peers. The feedback combined with their own interpretations of group work should foster growth in terms of students' social abilities. Under the right circum stances, the well designed and implemented group work should also help students develop their critical thinking skills (Colbeck et al. 2000; Dudley et al. 2001). While we are not aware of any studies that have examined how group projects foster the development of critical thinking skills, general findings about group work from past research tacitly suggest that the strategy could be successful in this regard. For instance, some research suggests that group projects help students to address ethical and societal considerations that arise when students work together (Roberts-Kirchoff and Caspers 2001). If the student group is diverse, students will learn about one another's backgrounds, values, and beliefs. Indeed, others have also suggested that group projects can help students learn about multicultural issues they would otherwise not learn about (Doyle, Beatty, and Shaw 1997). Researchers also suggest that students may learn more about whatever topic is being considered if they work in groups. For example, Adams and Slater (2002) suggest that group work supplementing lectures helps make courses more interesting to students, and subsequently helps students learn more. Most instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class. Group work advocates argue that most any topic can be made interesting by actively involving students in the topic through some form of collaborative learning, of which group work is just one strategy. While a number of strengths for this form of teaching strategy have been noted in the literature, potential drawbacks have limited its use. In this study, we consider how students believe group projects should be changed in order improve their pedagogical success. METHODS Surveys were distributed to 145 students who had just recently completed a group project. The group project was a semester long group research project that students completed. …

Bringing the field into the criminal justice classroom: Field trips, ride-alongs, and guest speakers

Abstract: Educators in a number of disciplines rely on field strategies to show their students how to apply concepts they have learned in their coursework. Very little guidance has been provided to criminal justice educators on ways to successfully bring the field into their classroom. Three strategies for bringing “the real world” into criminal justice courses include field trips, police ride-alongs, and the use of guest speakers. Using our experiences and ideas from the educational literature, this paper addresses the use of each method and suggests a number of strategies to make these field experiences pedagogically successful in criminal justice courses.

The Benefits of Meditation Practice in the Correctional Setting

Abstract: This research examined the impact of a structured meditation program intervention on female detainees, comparing an experimental group and a control group for medical symptoms, emotions, and behaviors before and after the intervention. A 2 1/2-hour meditation session was held once a week for 7 weeks. Study participants completed a medical symptoms checklist before the program began and after it ended. At the posttest period, the experimental group experienced fewer sleeping difficulties, less desire to throw things or hit people, and less nail or cuticle biting; were more hopeful about their future; and felt less guilt. Meditation was beneficial for this population and may be a cost-effective tool for inmates and administrators. Meditation effects, especially among inmates, merit further research attention.

Domestic violence and diversity: a call for multucultural services.

Abstract: Domestic violence is a pervasive problem in virtually all countries, cultures, ethnic and racial groups, and social classes. A review of the literature indicates that in the vast scholarship on violence against women in intimate relationships, minimal attention has been given to experiences of ethnic minorities. Consequently, although there have been significant gains in providing criminal justice and social services initiatives to victims of domestic violence, many victims of intimate violence who are ethnic minorities underutilize the interventions and services available in part because their help-seeking behaviors differ from those of the dominant culture. As such, this paper provides an overview of some of the cultural barriers that may hinder the effectiveness as well as limit the amount of intervention and social services available for some of the most vulnerable victims of intimate violence. This paper concludes with recommendations that agencies as well as individual service providers can employ to increase their multicultural competency.

Outsiders Studies in the Sociology of Deviance.

Abstract: This 1966 paperback edition of a publication which first appeared in 1963 has by now been widely reviewed as a worthy contribution to the sociological study of deviant behavior. Its current appearance as a paperback is a testimonial both to the quality of the work and to the prominence of deviant behavior in this generation. In general the author places deviance in perspective, identifies types of deviant behavior, considers the role of rule makers and enforcers, and some of the problems in studying deviance. In addition, he develops a sequential model of deviance relying on the concept of career, a concept originally developed in studies of occupations. In his study of a particular kind of deviance, the use of marihuana, the author posits and tests systematically an hypothesis about the genesis of marihuana use for pleasure. The hypothesis traces the sequence of changes in individual attitude

Research methods in the social sciences

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Imprisoning Communities: How Mass Incarceration Makes Disadvantaged Neighborhoods Worse

Abstract: refugee children, Watters’ book provides more generally significant insights into a wide array of issues relevant to contemporary refugees. Rather than concentrating on those who receive refugee status from host societies, Watters asserts “the focus of this book is not restricted to legal and administrative definitions of refugee children, but instead accords with what Zolberg has referred to as a ‘sociological’ definition ‘grounded in observable social realities’” (p. 2). In addition, Watters draws extensively from contemporary theorists of inequality, exclusion and domination—Michel Foucault, Aihwa Ong, Pierre Bourdieu, Homi Bhabha, Liisa Malkki among them—to create a refined appreciation of the ways that states and bureaucracies affect refugees’ understandings of themselves, their social position and their ability to act in their own interest. Refugee Children is based upon the analysis of refugees in several (mostly European) countries of settlement, including Germany, the Netherlands, Belgium, France and especially the U.K., which according to the author is regarded by many stateless persons as the most desirable point of settlement. In addition, the book examines populations originating from and travelling through multiple world regions. Drawing from his own research as well as his reviews of journalistic and academic literature, Watters gives readers numerous first-hand accounts of the settings, interactions and assistance programs that refugee youth encounter. The author carefully attends to the origins of refugees, considering their history, religion and cultural background. Based on this, he questions both the assimilationist approach to refugee resettlement that would compel recent arrivals into the acceptance of host society practices in order to facilitate access to jobs and health care, as well as multicultural models that see refugees as inextricably immersed in the cultural and religious patterns of their country of origin, and as such, fundamentally unlike persons native to the host society. Championing neither, he regards both as paternalistic and potentially limiting to refugee children’s ability to make choices based upon their own outlooks, goals and understandings. In a like manner, Watters assesses models of resettlement in terms of their allocation of resources. He critiques both tight-fisted programs that fail to provide minimal levels of support as well as therapeutic regimes that assume all forced migrants to be deeply wounded and as such, in immediate need of culturally alien and sometimes unwanted rehabilitation. Despite its impressive scholarship, Refugee Children: Towards the Next Horizon is not simply an exercise in academic analysis. Rather, it offers valuable information with many practical examples drawn from successful programs devoted to refugee youth. If there is one downside to this book, it is that the volume is so rich in theories, examples, case studies, suggestions for practice and evaluations of the political and ethical implications of various approaches to working with young refugees, that readers may become overwhelmed. Its scholarly exuberance notwithstanding, Refugee Children: Towards the Next Horizon is a thought-provoking and sophisticated resource for scholars and practitioners interested in the experience of forced migrants in general and refugee youth in particular. The book does an impressive job of filling the conceptual, contextual and theoretical gaps that have, until recently, limited the breadth and quality of research on forced migrants.