Beyond Barriers: Supporting Formerly Incarcerated Students in American Higher Education
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| Title: | Beyond Barriers: Supporting Formerly Incarcerated Students in American Higher Education |
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| Language: | English |
| Authors: | Carly Jean Colbert |
| Source: | Journal of Prison Education Research. 2025 9(1). |
| Availability: | Journal of Prison Education Research. Jonas Liesvei 91, N5009 Bergen, Norway. e-mail: jper.connect@gmail.com; Web site: https://scholarscompass.vcu.edu/joper/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Institutionalized Persons, Correctional Institutions, Access to Education, Barriers, College Role, Undergraduate Study, School Counseling, Academic Advising, Student Financial Aid, Student Needs, Gender Differences, Academic Persistence, Student Characteristics, Tutoring, Student Employment, Mentors, Resources, Food, Technological Literacy, Child Care, Career Planning, Transportation, Clothing, Housing |
| ISSN: | 2831-9931 |
| Abstract: | The United States prison industry is the largest in the world. With the reintroduction of Second Chance Pell in 2015, more people are starting their education while incarcerated, and some attempt to finish after release. However, they are faced with numerous barriers that may prevent graduation. Drawing on Astin's theory of student involvement, this mixed-methods study examines the challenges that formerly incarcerated people face while pursuing college degrees. Rather than focusing on access, this research focuses on the supports that institutions of higher education can establish to help formerly incarcerated students persist and successfully complete their undergraduate degrees. The findings highlight several supports that formerly incarcerated students find helpful, including counseling, academic advising, and financial aid. There are differences between what men and women find most helpful. The findings could be used to create and adapt policies to produce a more welcoming and supportive campus environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480350 |
| Database: | ERIC |
| Abstract: | The United States prison industry is the largest in the world. With the reintroduction of Second Chance Pell in 2015, more people are starting their education while incarcerated, and some attempt to finish after release. However, they are faced with numerous barriers that may prevent graduation. Drawing on Astin's theory of student involvement, this mixed-methods study examines the challenges that formerly incarcerated people face while pursuing college degrees. Rather than focusing on access, this research focuses on the supports that institutions of higher education can establish to help formerly incarcerated students persist and successfully complete their undergraduate degrees. The findings highlight several supports that formerly incarcerated students find helpful, including counseling, academic advising, and financial aid. There are differences between what men and women find most helpful. The findings could be used to create and adapt policies to produce a more welcoming and supportive campus environment. |
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| ISSN: | 2831-9931 |
