Fall 2019 Newsletter Volume 14, No. 2 prisonuniversityproject.org

LETTER FROM THE world inside the . This includes to support their students’ intellectual academics, journalists, policymakers, and professional development. But in EXECUTIVE DIRECTOR advocates, philanthropists, filmmak- the prison context, those relationships JODY LEWEN ers, attorneys, researchers, judges, also create bridges between their often business people, finance professionals, radically different worlds—they shed One of the most remarkable aspects of elected officials, tech industry profes- light, lend legitimacy, generate good San Quentin as a community is the way sionals, law enforcement, and others will, and forge a sense of commitment it has evolved over time as a meeting who are interested in learning from and responsibility. ground for people from diverse social, and with people inside. cultural, and economic backgrounds. All of this teaching, learning, and To some extent this is probably typical In any rigorous college setting, relationship-building has created the of generally; yet located as it is students are always discovering foundation upon which world-chang- in the Bay Area, San Quentin new forms of knowledge, different ing work being done at and around has become one of the most dramatic perspectives, and new social conven- San Quentin is built. The prison has examples of its kind. In a demograph- tions. This type of deep learning not become the epicenter of an ev- ic sense, it is precisely what colleges only alters one’s relationship to the er-growing social network that now should be like, but rarely are. world at large; it often shapes one’s serves, among other things, to sup- port people who are leaving the pris- on—by connecting them to a larger supportive community of friends It is strange to imagine that a prison, of all places, and mentors, as well as employment might model the promise of the university, but in opportunities, housing, and other critical resources. many respects, this is exactly what is happening. But that network is not just providing vital support to individuals; it is also advancing an array of cultural, educa- While educational, religious, and very sense of identity, one’s notion of tional, and political initiatives—both recovery programs have long been community, even one’s life path. And large and small—many of which are central to the intellectual and social , those who are en- transforming the criminal justice life of the prison, in recent years, a gaged in such transformative learn- system and creating a better-informed, much broader range of programs has ing include not just students, but healthier world. emerged, including ones that focus on the entire community. Even a single media, political advocacy, and the arts. visit can prompt a life-changing shift The forms this transformation takes Many have been initiated and/or are in perspective. And those profound are varied: An English instructor and co-facilitated by incarcerated people, experiences are then carried back a student at San Quentin team up rather than by outside individuals to friends, families, and colleagues, to co-create a high school course on or groups only. thus expanding that transformational criminal justice reform. At a roundta- circle even further. ble discussion with a group of visiting By hosting visits, organizing events, legislators (hosted by the San Quentin and launching every manner of col- As teachers and students learn togeth- News), a student shares about the laborative effort, those programs have er, and get to know each other, they impact of medical co-pays in prison; become the vehicle through which the also establish social bonds, including one of those legislators later helps community of San Quentin engages a sense of mutual appreciation and to change those rules for the entire with the outside world, and the way trust. Those relationships serve a crit- system. Inspired by a lecture (by Bryan the outside world can engage with the ical function in all teachers’ capacity Stevenson) at San Quentin, a student

1 CONTINUED LETTER FROM THE EXECUTIVE DIRECTOR founds an organization through which distribution of power, access to resourc- incarcerated and non-incarcerated peo- es, and social legitimacy—all of these ple use art to transform public attitudes reflect the gross inequalities of both the about mass incarceration (Prison Re- prison environment and the society as a naissance). District attorneys attending whole. But this is precisely what makes an event at San Quentin hear about a the work so extraordinary. It is strange student’s proposal to create a process to imagine that a prison, of all places, through which DAs and CDCR admin- might model the promise of the univer- istrators can recommend people for sity, but in many respects, this is exactly early release, and later help put it into what is happening. FALL SEMESTER practice. Media projects produced by or with people at San Quentin (via the In spite of unimaginable obstacles, this San Quentin News, San Quentin Radio/ community forges ahead—pooling its KALW, Firstwatch, Ear Hustle) are heard collective social, cultural and economic Course Offerings by tens of thousands of people every capital, its creativity, compassion, and ––English 99A: Developmental English I week, all over the world. This essay was sheer determination—to support the ––English 99B: Developmental English II written with extensive feedback from a wellbeing of its members, serve the ––Math 50A: Developmental Math I student! The list is endless. public good, and transform the society ––Math 50B: Developmental Math II as a whole. None of this is to say that the internal ––Math 99: Elementary Algebra workings of such collaborations are ––Math 115: Intermediate Algebra not fraught with all manner of com- ––English 101A: Reading and plex challenges—above all, the unequal Composition ––English 101B: Critical Thinking, Reading, and Writing ––English 204: Interdisciplinary Reading, USING EDUCATION TO STRUGGLE FOR JUSTICE: Writing, and Research AN INTERVIEW WITH JOSH PAGE ––Public Health 220: Introduction to Public Health Since the College Program at San What did ––Sociology 230: Sociology you do at San Quentin was founded in 1996, hundreds ––English 243: Critical Thinking Quentin, and of people have worked as instructors, what are you ––English 248: Twentieth-Century teaching assistants, tutors, and guest currently American Literature lecturers. Even years later, many of doing profes- ––History 101: U.S. History I sionally? ––Philosophy 271: Introduction to them describe having been impacted Philosophy by the experience in profound ways, In 1998 and ––Anthropology 220: Cultural both personally and professionally, and 1999, I was Anthropology many find their work at San Quentin a teaching ––Communication 146: Communication assistant for ––Psychology 211: Abnormal Psychology has changed the trajectory of their Introduction to Sociology, Creative lives and resulted in strong community Writing, and English 99. Today I’m an Other Activities bonds and professional networks among associate professor of sociology and law at the University of Minnesota. I also Happening this Fall fellow instructors. Lately we’ve been have a not-so-secret life as a food writer, working to compile testimonials from and I’m the co-founder and associate ––A weekly discussion of philosophical former faculty, in order to better under- editor of Meal Magazine, a new print and applied ethics, culminating in publication that aims to reimagine food an Ethics Bowl competition against stand how their experiences engaging writing and food writers. outside teams with the students and the program ––A weekly Math Circle, an alternative at San Quentin have created ripple How did the experience of teaching at non-credit math enrichment program SQ impact you? effects in their lives, and document how ––Regular workshops on student success students at San Quentin are impacting It literally changed my career trajecto- the larger world. ry—and life. I went to graduate school 2 CONTINUED from an unwillingness to see people research has changed the conversa- (especially incarcerated people) as tion about the political consequenc- to study racial inequality and politics multi-dimensional people with varied es of mass incarceration and related (not the criminal-legal system). Early experiences, desires, and goals. penal developments. in my first semester, I received a ran- dom email requesting volunteer teach- Unlike some of my colleagues, I do Karin ing assistants for the Prison Univer- not think rates and sim- Martin sity Project’s College Program at San ilar quantitative outcomes are very (assistant Quentinand signed up. After a couple effective for assessing prison-based professor sessions, I began to wonder why so few programs. They don’t consider how of public college programs exist in U.S. prisons. programs (like the Prison University policy at the That question became the basis of Project) inspire hope, self-assurance, University my master’s thesis, which focused on and commitment to helping others; of Wash- Congress’s ludicrous (but politically improve prison climate; and help peo- ington), is expedient) decision in 1994 to eliminate ple develop the skills and confidence a renowned Pell Grants for . to become effective advocates within expert on le- and beyond prison. gal financial I’ve continued to research the politics obligations (e.g., court fines, fees, and of criminal punishment and related How do you believe that the commu- restitution). Along with publishing issues. For my first book, The Toughest nity of San Quentin has impacted the first-rate articles in peer-reviewed Beat: Politics, Punishment, and the Prison larger world? journals, she has provided testimony Officers Union in California, I analyzed on the scope and effects of criminal the rise of the California Correction- Over the years the College Program justice debt to the New York State al Peace Officers Association as a has facilitated strong relationships be- Assembly and to the powerful interest group and traced its tween publicly engaged scholars with Commission on Civil Rights. Joe Soss influence on penal policy, prison con- a common vision of using education and I rely on Karin’s research and ditions, and carceral labor. My second (teaching, research, and writing) to consultation for Preying on the Poor. book (co-authored with Phil Good- struggle for justice. Three of my closest man and Michelle Phelps), Breaking colleagues also taught at San Quentin. One of my the Pendulum: The Long Struggle Over All three are leaders in their fields and dearest Criminal Justice, offers a new perspec- have changed how scholars, advocates, friends, tive on how penal policy and practice and policymakers think about critical Keramet change over time. I recently studied criminal-legal issues. Reiter the bail bond industry while working (associate as a bail agent in a large urban coun- The first professor ty. I am currently writing a book with is Amy of crimi- my colleague Joe Soss that explains Lerman nology, law, how and why government agencies (associate and society and for-profit companies (including professor at UC Ir- bail bonds) use the criminal justice of public vine), is the system to extract billions of dollars policy and author of 23/7: Pelican Bay and the Rise of every year from poor communities political Long-Term Solitary Confinement, an in- (primarily communities of color). science credible study of the rise, transforma- The book, Preying on the Poor: Criminal at UC tion, and consequences of the Security Justice as Revenue Racket, should be out Berkeley). Housing Unit (SHU). I assign 23/7 in in 2021. She has my course, The Sociology of Punish- published path-breaking research ment; the book successfully challenges Did the experience impact how you ac- on how prisons affect the attitudes, students to reconsider their under- tually approach your work? Do you see well-being, and behaviors of pris- standings of solitary confinement and any differences between you and your oners and prison officers. Amy and popular images of prisoners. (Keramet colleagues who have not had similar I collaborated on research on the has participated in the class remotely, experiences? organizational and political deter- and the students love her.) In my opin- minants of prison officer attitudes ion, 23/7 is one of the best books writ- While participating in the program, in California and Minnesota. Amy’s ten about prisons because Keramet I learned to always question one- important, co-authored book, Arrest- shows that the book’s subjects (SHU dimensional visions of justice-in- ing Citizenship: The Democratic Con- prisoners, state officials, advocates, et volved people, including those who sequences of American Crime Control, al.) are multi-dimensional people with work in the system. Destructive shows how contact with the crim- complex backgrounds, a fact that gets public policy, bad scholarship, and inal justice system shapes political lost behind denigrating, simplifying ignorant comments often result attitudes and civic engagement; this terms like “the worst of the worst.” 3 FOOTNOTE TO WHAT IT IS LIKE TO BE AN OLDER INMATE DOING TIME IN PRISON BY PETER BERGNE

Being incarcerated is physically ing involuntarily moved to another and mentally stressful enough, prison with far fewer programs due even for a young, able-bodied to one’s physical limitations. In- person, but for someone older, the stead he wrote a very personal ac- challenges are even more intense. count of what it is like to be repeat- When I invited Peter Bergne to edly denied parole. My immediate write for this newsletter about the reaction was to think he’d veered off experience of being incarcerated topic, so I asked him to write some while an elderly person, I imagined more in response to the original he would write about the vulnera- prompt. It was only when I saw bility to abuse or exploitation, the his second response that I realized sense of social isolation, challenges that he was in fact answering the of accessing medical care, lack of question. I am grateful to Peter appropriate toiletries, poor nutri- both for writing this piece, and for tion, sleeping on a bad mattress his patience with me. with older bones, or the fear of be- —Jody Lewen

y life as an older inmate is differ- sentenced to death or life without human and spiritual thought and Ment in that it is more oppressive the possibility of parole, 4) have not awareness, I will add that the princi- psychologically, and it is the egregious committed multiple murders, and 5) palities and rulers of this Earth shall unconstitutional prison overcrowding have not been convicted of first-de- never dictate to me who I am, where that has made incarceration much gree murder except for those who I may be, or where I am going, for I more difficult today. This is only one have been granted relief by the courts am a reborn child of God and a new issue. Secondly, the isolation and very pursuant to Senate Bill 1437. creature founded in Christ. I will nev- restricted contact with people on the er know what it is to be an “old man” outside is a problem for older inmates Currently, and most unfortunately, because I am still young in spirit, who need better interaction with California’s parole commissioners mind, and body. Only my Father in community volunteers and reentry with their excessively broad authority heaven knows when, and if, I will ever facilities. Also, time is very valuable and discretion over the fate of life- become an old man. to older inmates who are trying in term prisoners create an atmosphere good faith to salvage what time they of fear and even terror in the hearts 1. “Highly subjective reasons” have left in a free society under parole and minds of many elderly prisoners include, for example, “lack of supervision. hoping to be released on parole. Like insight,” “lack of remorse,” “lack other deserving and reformed lifers, of appreciation for the impact What is not understood very well by my 15-years-to-life term is being of a crime on the community,” others outside in society are the overt unjustly and unconstitutionally “pro- etc. Also, there is unfair discrim- abuses in the state’s existing parole longed” and unreasonably hampered ination due to parole aplicants’ system. Life in prison would be made by findings of “unsuitability” by undu- autonomy, personal beliefs, or a lot better and more fair if elderly ly biased and prejudicial parole com- sexual orientations or tastes in prisoners would be released uncon- missioners who have the unfettered clear violation of the U.S. Su- ditionally without the “suitability” liberty of using any one of a dozen or preme Court ruling and prece- hurdle by the parole board commis- more “highly suggestive reasons” as a 1 dent set forth under Obergefell v. sioners if they have served more than basis for denying parole. This abusive Hodges, 135 S. Ct. 2584, 192 L. Ed. thirty (30) years and who 1) are over practice needs to be overhauled and 2d 609, 621-631 (2015). the age of 70, 2) have not taken the changed. life of a police officer, child, or gov- ernmental official, 3) have not been Finally, in a higher dimension of

4 THE OPPORTUNITY TO BE A LIVING EXAMPLE: who are affected by a system that dis- honors and devalues human life and its ON BECOMING A TEACHING ASSISTANT right to thrive healthy and happy. BY WILLIAM BLACKWELL Becoming a teaching assistant and tutor In 2017 I grad- has allowed me the opportunity not only uated from My pursuit of higher to assist new students in their educa- Patten Uni- education has given me tion, but also to have a platform to create versity with a positive dialogue to challenge the mindset GPA of 3.22. insight into the illiteracy of men who hold on to antisocial behav- Thereafter, I and learning disabilities that ior dearly. It is through higher education found myself once arrested my mental and endeavors and my passion for positive involved with change that I seek to obtain my B.A. and the teaching educational development. Masters in juvenile justice and counseling. assistant pro- gram because My experience and observations as a I desired to During my 25 years of incarceration, I’ve student and teaching assistant have give back to witnessed thousands of juvenile men of given me the ability to recognize new a community color who entered the prison system, as students’ strong and weak points in their that has given I did at 16, and came from a subculture learning skills, and the opportunity to be me and others that gave them the same thing it gave a living example for new students to see like me so much. My pursuit of higher me: the generational inheritance of being what higher education can achieve. It education has given me insight into the psychologically enslaved to the mindset is important that incarcerated students illiteracy and learning disabilities that of the sociopath and psychopath. witness men—like them, incarcerated— once arrested my mental and educa- who have achieved their college degrees, tional development, which resulted in This antisocial behavior that clouds over and are now displaying their educational me succumbing to the psyche of the the subcultures of our society ignites transformation in the role of a civil ser- streets, crime, and gang subcultures within me a passion to strive for positive vant, with a genuine heart to give back to of society. change—not just for myself, but for all the community.

THE PATH TO INDEPENDENCE: self-evaluation report in support of ini- our organization, such as expanding A PROGRESS REPORT ON SEEKING tial accreditation to ACCJC, and in Oc- our student support services (including INDEPENDENT ACCREDITATION tober, we will host a site visit with nine library and technology resources and The Prison University Project continues peer reviewers from colleges across the alumni supports), building an institu- to make progress toward independent state. The visitors will meet with instruc- tional research department with new accreditation. In February, our eligibility tors, staff, students, and board members data tracking and management sys- application was accepted by the Accred- to learn about and evaluate our work. tems, expanding our operational and iting Commission of Community and We anticipate a formal decision from financial capacity to sustainably man- Junior Colleges (ACCJC). While this does ACCJC about our accreditation in age our growth, and building out our not create a formal relationship with the January 2020. Technical Assistance program, which commission, it is a major initial success. supports the high quality development As of the end of Summer 2019, we have OPPORTUNITIES TO of other prison-based college programs just completed our self-evaluation pro- SUPPORT OUR GROWTH throughout California and the U.S. cess, which included collecting and re- The Prison University Project is cur- viewing feedback about our instruction- rently seeking funding partners to join There are many opportunities to invest al programs, student support services, us at leadership levels in founding the in the work ahead, and we are eager to and foundational values from faculty, first-ever college based inside of an share the details with interested mem- current and former students, and our American prison. There is much work bers of our community. Please reach broader community of supporters. to do to make this dream a reality— out to Lauren Hall at lhall@prisonuni- accreditation is only the first step. versityproject.org if you’d like to learn On July 29th, we held a Town Hall inside Building and maintaining an indepen- more about our efforts in to become an San Quentin to further inform students dent college will impact every aspect of independent institution. about the history and rationale behind our effort to become an independent college, and to address questions and If you would like a printed copy of our 2018 Annual Report, comments. Around 50 students attend- please send a message to [email protected]. ed, along with Prison University Project staff and four College Program alumni. For an electronic copy, visit prisonuniversityproject.org/media-library. In August, we submitted our detailed Post Office Box 492 San Quentin, CA 94964

IN THIS ISSUE ––Letter from the Executive Director ––Reflections from a Former Instructor “It is important that incarcerated students witness ––A Progress Report on Becoming men—like them, incarcerated—who have achieved an Independent College ––The Teaching Assistant Experience their college degrees, and are now displaying their ––A Student Perspective on Aging educational transformation in the role of a civil servant, in Prison with a genuine heart to give back to the community.” ––Who We Are & What We Do — WILLIAM BLACKWELL, STUDENT

WHO WE ARE & WHAT WE DO The mission of the College Program at San Quentin is to provide an intellectually rigorous, inclusive Associate of Arts degree program and college preparatory program, free of charge, to people at San Quentin State Prison; to expand access to quality higher education for incarcerated people; and to foster the values of equity, civic engagement, independence of thought, and freedom of expression. We provide approximately 20 courses leading to an Associate of Arts degree in liberal arts, as well as college preparatory courses, to approximately 350 students each semester. All instructors work as volunteers; most are faculty or graduate students from local colleges and PHOTOS universities. We rely entirely on donations from individuals and foundations. Cover: Students on the yard at San Quentin Prison University Project Board of Directors (Photo: R.J. Lozada)

Maddy Russell-Shapiro, Board Chair Patrice Berry Elana Leoni “Footnote to What it is Like to be an Older Inmate Connie Krosney, Vice Chair James Dyett Haley Pollack Doing Time in Prison:” Peter Bergne (Nigel Poor) Kathy Richards, Secretary Jeff Feinman Theresa Roeder “Using Education to Struggle For Justice:” In Lilly Fu, Treasurer Sia Henry Aly Tamboura order, left to right—Josh Page, Amy Lerman, Karin Martin, and Keramet Reiter (Unknown)

Fall Semester photo: Pencil and class notes (R.J. Lozada)

YOU CAN HELP Above: Hieu “Rocky” Nguyen, Eric Villanueva, We’ve accomplished so much through the generosity of our donors. Your contribution and Jack Benford in study hall (R.J. Lozada) helps us increase our capacity at San Quentin, build a national model for prison higher education, train and support the next generation of prison higher education providers, and amplify the voices of incarcerated people across the nation. To contribute, please go to prisonuniversityproject.org/donate.

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