Argument & Key Findings

The system of reentry institutions — including halfway houses, parole agencies, and housing assistance programs — can be extremely complicated for formerly incarcerated persons (FIPs) to navigate. These complications are not merely logistical, but also social and emotional: the ways in which FIPs interact with reentry institutions can affect their sense of belonging, dignity, and prosperity. When the rules and practices of reentry institutions undermine these needs, it becomes more likely that participants will violate rules, withdraw from the institutions altogether, or find themselves reincarcerated. 

In “Home But Not Free,” Gillian Slee offers a rich analysis of these socioemotional dynamics. The paper both increases our knowledge of reentry processes and deepens our understanding of FIPs and reentry staff. Previous scholars have focused more on how adverse outcomes stem from reentry institutions prioritizing surveillance or control. Slee pushes forward this conversation by highlighting how adverse outcomes also stem from failures to acknowledge and support the dignity of FIPs.

Slee’s paper is informed by over two years of ethnographic fieldwork with FIPs in Philadelphia. This includes observing over 200 appointments at a housing assistance program, analyzing more than 130 files of program participants, and both observing and assisting with programming at a women’s halfway house. 
 

Three Mechanisms:

The core of the paper centers on Slee’s elaboration of three mechanisms that link socioemotional concepts, such as indignity, to outcomes like withdrawal or reincarceration. Each mechanism is clarified through a range of examples and case studies.

1. Unrecognized vulnerability:

Reentry institutions and their staff often fail to recognize or respond to the constraints and vulnerabilities faced by FIPs. These failures can undermine the dignity of FIPs and provoke their withdrawal from such institutions. In the realm of housing assistance, the Philadelphia program requires that rent falls between 30% and 45% of participants’ income. However, this is often unrealistic given the difficulties of finding fairly priced units or securing gainful employment with a felony conviction. Accordingly, FIPs must seek low-quality units or roommates. Yet most participants do not want roommates because it reminds them of being incarcerated. Participants are thus presented with an undignified set of choices. The program restrictions mean that many FIPs cannot or will not utilize housing assistance programs, deepening their sense of instability.

Another source of vulnerability concerns the mismatch between FIPs’ expectations and the realities of frontline bureaucracy. For example, many housing assistance programs have too few staff, some of whom struggle to juggle appointments or return phone calls. Because reentry staff are overburdened, they may ask participants to pick up the slack by searching for housing units. Yet many FIPs lack the requisite know-how, for example, calling about units too frequently or too early in the morning. Others may show up hours early for their appointments, in the process annoying reentry staff. Yet participants are not coached on how to improve these behaviors, leading to neglect. Other FIPs must learn that the majority of units are listed online as opposed to in newspapers, incurring the mockery from reentry staff in the process. 

A final source of vulnerability concerns participants’ lack of efficacy — the sense that their efforts make little difference or are inadequate. Reentry staff may have high expectations of people who feel “cryogenically frozen in time” (p. 32) because of years of incarceration. Some are unable to use modern cell phones or have no rental history.
 

2. Discretion’s Benefits and Drawbacks:

The discretion exercised by reentry staff introduces difficult choices for participants, forcing them to choose between (a) following the rules and becoming socially isolated or (b) breaking the rules and developing social connections. For example, some halfway houses are restrictive about time spent outside of the house. Participants who abide by the rules may miss out on socially important events, like a child’s basketball game. Some FIPs may lie about or conceal where they live in order to deal with less intrusive parole agents. Others may cross state lines to pursue important career opportunities. One participant parked their mobile home outside of the parole district lines because it was less expensive and easier than seeking alternative units, but these kinds of ‘rational’ behaviors cannot be accommodated. Discretion is a highly variable attribute: some reentry staff cancel meetings and inconvenience participants, while others remember individuals’ needs and accommodate them. Those who expect more discretion than they receive may break the rules out of frustration. Ultimately, discretion and its absence can provoke a host of socioemotional problems.
 

3. Risk-Escalating Rules:

Instead of preventing noncompliance, program rules may serve to encourage it when they undermine participants’ sense of dignity. For example, 29 states prohibit associating with other FIPs, yet many participants have friends or family supervised by the system; as such, people violate the rules in order to preserve meaningful relationships. Some FIPs are faced with painful dilemmas, for example, choosing between living in halfway houses where drug use is common or breaking the rules by leaving. Others report using cocaine instead of marijuana because the latter can be detected in their bloodstream for much longer. Some halfway houses mandate spending a certain number of hours inside the house, but this leads to participants being unable to work multiple jobs to support themselves, a clear violation of their dignity.

For many FIPs in uncomfortable halfway houses, they cannot be placed in another house unless they break the rules of their existing house; some consider breaking the rules for the sake of their well-being, even though doing so might land them under even more restrictive supervision. One participant was refused permission to live in a camper that he could afford because the camper’s mobility posed a flight risk. Another participant broke the rules by traveling out of state because her son’s father had cancer, and a reentry professional later told her to return in a rather threatening way. The rules of reentry institutions thus incentivized FIPs to make very risky choices.
 

By highlighting socioemotional concepts — especially (in)dignity — as central to the experiences of formerly incarcerated persons, Slee shows how the rules and practices of reentry institutions can undermine reintegration. Addressing sources of vulnerability and counterproductive rules may help reform reentry institutions in more humane and effective ways.

Applications are now open for Stanford e-Entrepreneurship Japan (SeEJ), an online course conducted in English to foster Japanese students’ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice a year in the fall and spring through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. It is open to Japanese-speaking students, in or from Japan, in their first and second years of high school. The fall 2025 course will be taught by Irene Bryant and will run from late October 2025 through February 2026.

The application form is now live at https://forms.gle/52f9U8okGxchtxE8A. The deadline to apply is September 5, 2025 at 23:59 Japan Time.

Stanford e-Entrepreneurship Japan offers students an opportunity to engage with scholars and entrepreneurs from Stanford University and beyond through live virtual classes, which are held twice a month on Sundays. The course will culminate in an individual research paper and final group projects. Students who successfully complete the course will receive a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Past students have credited SeEJ with not only expanding their knowledge about entrepreneurship, but also shifting their attitudes and mindset in how to look at problems. “What I really loved about this program is that it required constant innovative thinking, relatively free presentation topics, and more independent action,” reflects Shinnosuke Nakagawa, who completed the fall 2024 course. “This program made innovative thinking and design thinking my norm. I think this program helped me to develop thinking habits that will be very useful in the future.”

Fellow alum Shia Han agrees. “Stanford e-Entrepreneurship Japan gave me insight on topics I would otherwise never be able to learn about. From the mechanisms on how to think entrepreneurially to how various companies strive for social change, I gained valuable information on how I can work towards solving issues in the world. Hearing about how the guest lecturers and my peers in this program were actively taking action towards topics they were interested in motivated me to not be held back because of my age or abilities but to work towards contributing to causes I was passionate about.”

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. Interested high school students should apply online by September 5, 2025.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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SPICE continues to broaden its impact across Japan, recently launching the new Stanford e-Yamaguchi program. This addition joins the growing network of SPICE’s regional high school programs in Japan, which already includes Stanford e-Hiroshima, Stanford e-Kagoshima City, Stanford e-Kawasaki, Stanford e-Kobe, Stanford e-Oita, Stanford e-Tottori, Stanford e-Wakayama, and Stanford e-Fukuoka*.

These online courses are the result of partnerships between SPICE and local governments and schools in Japan. Designed to challenge students to think critically, the programs focus on global issues related to U.S. society, culture, and U.S.–Japan relations.

With the conclusion of the 2024–2025 academic year, each program has selected two standout students for their overall performance, including exceptional final research projects. These 16 honorees will present their work during several recognition ceremonies to be held at Stanford University in August 2025. Distinguished guests will include members of the Stanford community, the Consulate General of Japan in San Francisco, and representatives from the Japanese community in the Bay Area.

The SPICE staff extends its warmest congratulations to the following student honorees for their remarkable academic performance.

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Haruka Morisako
School: Kamo High School

Student Honoree: Yura Sakamoto
School: Kure Mitsuta High School

Stanford e-Kagoshima City (Instructor Amy Cheng)

Student Honoree: Aoi Machida
School: Kagoshima Gyokuryu High School

Student Honoree: Yujiro Matsunaga
School: Kagoshima Gyokuryu High School

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Yuka Nagasawa
School: Kawasaki High School

Student Honoree: Reimi Ito
School: Tachibana High School

Stanford e-Kobe (Instructor Alison Harsch)

Student Honoree: Karen Ito 
School: Kobe Municipal Fukiai High School

Student Honoree: Shoko Urakami
School: Kobe University Secondary School

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Yuri Kishida
School: Ajimu High School

Student Honoree: Yoka Okuda
School: Usa High School

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Maiko Koyama
School: Tottori Nishi High School

Student Honoree: Nobuki Tokukura
School: Seishokaichi High School

Stanford e-Wakayama (Instructor Makiko Hirata)

Student Honoree: Yuto Nishi
School: Kushimoto Koza High School

Student Honoree: Tomoka Kishigami
School: Kaichi High School

Stanford e-Yamaguchi (Instructor Mia Kimura)

Student Honoree: Asako Kaya
School: Iwakuni High School

Student Honoree: Miku Kuramura
School: Shimonoseki Nishi High School

SPICE applauds the curiosity, academic excellence, and global mindset of these students and looks forward to celebrating their achievements next month.

* Stanford e-Fukuoka ends later this summer so its honorees will be announced at a later date.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan) and on entrepreneurship (Stanford e-Entrepreneurship Japan).

To stay informed of news about Stanford e-Japan and SPICE’s other programs, join our email list and follow us on Facebook, X, and Instagram.