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Education under Constraint: The Challenges of Participation within a College-in-Prison Program

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Title: Education under Constraint: The Challenges of Participation within a College-in-Prison Program
Language: English
Authors: Patrick Filipe Conway
Source: Journal of Student Affairs Research and Practice. 2025 62(1):82-95.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Correctional Education, Institutionalized Persons, Correctional Institutions, College Programs, External Degree Programs, Access to Education, Correctional Rehabilitation, Higher Education, Space Utilization, Curriculum Development, Interpersonal Relationship, Transfer of Training
Geographic Terms: Massachusetts
DOI: 10.1080/19496591.2024.2420126
ISSN: 1949-6591
1949-6605
Abstract: This phenomenological study explores the challenges 21 formerly incarcerated students identified as barriers to maintaining positive student experiences while enrolled in a college-in-prison program. Employing a thriving framework, the study identified several key challenges, including lack of study space, friction with prison staff, limited curricular options, and concerns regarding academic standing. Implications can help educators and administrators respond to students' lived experiences and create healthier academic communities inside prisons.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459200
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/19496591.2024.2420126
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  Data: This phenomenological study explores the challenges 21 formerly incarcerated students identified as barriers to maintaining positive student experiences while enrolled in a college-in-prison program. Employing a thriving framework, the study identified several key challenges, including lack of study space, friction with prison staff, limited curricular options, and concerns regarding academic standing. Implications can help educators and administrators respond to students' lived experiences and create healthier academic communities inside prisons.
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