Keywords
higher education, formerly incarcerated students, retention, reentry support
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.
DOI
https://doi.org/10.25771/dz0e-0454