Below is a guest post by Marie E. Berry, a Sociology PhD student at UCLA.  Marie studies the political engagement of women after mass violence.  In the post below, she suggests an activity to accompany Megan Comfort’s recent special feature.

Who is affected when an individual goes to prison? Megan Comfort’s recent special feature, “Repercussions of Incarceration on Close Relationships,” is a powerful reminder of the wide-reaching impact of the U.S.’s high incarceration rates on our society. This article would be an important addition to any class that tackles issues related the criminal justice system, class, race, or inequality in general. It could also be used in the context of an international human rights law class, especially as it references the ways different countries are tackling the issue of incarcerated mothers.

Incarceration rates have increased at an astonishing pace over the past few decades. As Comfort notes, the number of people behind bars in the U.S. has jumped from approximately 380,000 in the mid-1970s to 2.2 million on any given day today. We don’t yet have a way of assessing the full social effects of this, although we can begin to imagine some impacts given that just over one-half of all prisoners report that they are a parent to a child under 18 (Glaze and Muraschak 2010).

The following exercise would be useful for two primary purposes: first, to help students comprehend the vast number of people who are affected when an individual goes to prison, and second, to begin a discussion what this means in the context of the class, racial, and regional inequalities that exist within the criminal justice system. This activity could be done individually and is written as such; however, it could also be done as a class with several volunteers completing the exercise on the white board.

1. Imagine that each member of the class will be spending the following 3 years in prison.
2. Take out a blank sheet of paper, and start by placing your name at the center of the paper.
3. Draw one ring of “ripples.” Within this ring, list the names of the people in your life that will be the most directly impacted by your absence. Think here about immediate family members, best friends, etc.
4. Think now about how your absence will affect each individual in this ripple, using what you learned in Comfort’s article.  Specifically, think about the following questions:
   • Who would come visit you?
   • What responsibilities do you currently have that will have to be adopted by someone else? (Financial responsibilities? Support obligations?)
   • Which relationships will be strained by your absence?
   • Using what you learned in Comfort’s article, who in your life might go through a “secondary prisonization”?
5. Next, draw a second ring.  On this ripple, list the names of other people who will be directly affected by your absence. Think here about your employer, your classmates, your group of friends, etc.
   • How will your absence affect each individual in this ripple?
6. Outside of these ripples, try to list the names of everybody else you interact with on a regular basis. What impact will your absence have on these individuals?

While this activity doesn’t fully assess the network of individuals whose lives are affected by the incarceration of a single individual, it will help students grasp the scope of our penal system’s impact on our society.  It might also be helpful to note that this isn’t a “put yourself in someone else’s shoes” exercise, which might lead students to make assumptions about the reasons for their hypothetical “imprisonment.” Instead, it is a chance to begin to assess the interconnectedness of our society and thus the number of lives that are affected each time someone goes to prison.

It would then be good to follow this activity with some general discussion questions.  These could be discussed in small groups or as a class.

1. This activity began to give us an idea of the vast number of people who would be affected if you were to go to prison. Now, let’s consider these ripple effects in the context of what we know about the profiles of the US prison population. What are some of the family, community, and society level effects of incarceration rates, given that the people most likely to end up behind bars are extremely poor, African American, and live in areas of comparable disadvantage?
2. What does Loïc Wacquant mean when he refers to the phenomenon of “hyperincarceration”? In which ways does the US criminal justice system target policing and punishment policies “first by class, second by race, and third by place”?
3. Comfort describes how female visitors to the prison are often asked to change clothes, which they must find in a bin of discarded attire in the visitor’s center. How does this restriction on the individuality and autonomy of the visitors parallel similar restrictions on the incarcerated population? What impacts might this have on an individual/family/community/etc.? How does this process reflect what Foucault described as a process of dismantling of the self?
4. How might incarceration continue to have ripple effects once an individual is released?