No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Implementing Postsecondary Academic Programs in State Prisons: Challenges and Opportunities
Abstract
Participation in postsecondary programs in correctional settings is low, despite evidence of positive outcomes and national emphasis on postsecondary education to meet labor market demands. Research related to implementation of correctional education programs has focused on adult basic and secondary education programs while less is known about implementation of postsecondary programs. This article reports data from the first year of a 3-year national study examining the implementation and impact of a postsecondary academic program for youth offenders in state prisons. Information from student surveys; interviews and focus groups with students, administrators, and instructional staff; and classroom observations in five states during the 2008-2009 academic year is used to examine various aspects related to the implementation of postsecondary program in prisons, including program content, instructional delivery, and instructional resources and supports. Perceptions of program benefits, implementation challenges, and suggestions for improvement are also presented. Findings are discussed along with factors that should be considered for successful implementation of postsecondary programs in prison.
... Postsecondary level skills offer a means to both improve empioyment outcomes and assist the formerly incarcerated to manage the chalienges associated with successful réintégration. A more sophisticated understanding of the rote post secondary correctional education (PSCE) can play in creating a cuiture of learning within correctional settings and as part of community réintégration (Meyer et al. 2010) will better meet the requirements with todays world for an enhanced exposure and success with postsecondary skills. ...
... A wide variety of research on educational, vocational, and work programs for adult offenders has shown that offenders who are employed after release are less likely to recidivate (Baer et al. 2006;Erisman & Contardo, 2005;Meyer et al. 2010), To provide a better chance that inmates can find empioyment, correctional education may focus on increasing iiteracy (Tyler, 2003), providing job training (Bouffard,Mackenzie & Hickman,2O00), and/or improving cognitive skills (Tyler, Murnane Q Willett 2000). it has been shown that investments in correctionai education provide better cost/benefit outcomes than other sorts of correctional investments (Bazos & Hausman, 2004). ...
... Of some interest may be emergent mixed methods studies that offer a more nuanced picture of program efficacy by combining statistical measures with in-depth interviews as part of more pragmatic and participatory research designs (Wheeldon, 2010). This approach may be important because, as discussed above, very often it is the impiementation of programs that play a central role in program outcomes (Meyer et al. 2010). Despite the clear potential for post secondary correctional education, future research must address three central challenges. ...
Providing post-secondary education in correctional settings has emerged as one of the best ways to reduce recidivism, save taxpayer dollars, and promote post release employment and community reintegration. While a number of studies exist, this paper argues persistent challenges connected to research design, data collection, and the communication of deliverables limit the expansion of correctional education generally, and post secondary education more specifically. Future research must address each of these challenges and specifically focus on how the benefits of post secondary education in correctional settings can be communicated to focus on cost savings, crime prevention and community safety.
... One way to aid incarcerated individuals in becoming selfsufficient after being released is by creating opportunities for them to acquire skills that would facilitate the development of social capital through correctional education programs. Receiving a postsecondary education while incarcerated can make a huge difference in the lives of those who were educationally under-resourced prior to being convicted (Meyer et al., 2010). Thus, the intention of this manuscript is to explore how correctional education can potentially lead to the development of social capital for incarcerated individuals by centering the voices of those who chose to participate in postsecondary education programs when given the opportunity. ...
... Exposure to networks of professionally accomplished individuals were also outcomes observed by respondents. These findings are consistent with the existing literature as it relates to the impact of postsecondary correctional education on self-efficacy and the development of hard skills (Meyer et al., 2010;Palmer, 2012). For example, Winterfield et al. (2009) found that incarcerated postsecondary education program participants reported feeling prepared to apply for jobs in their chosen field as well as having increased self-esteem. ...
This study examines the connection between participation in higher education programs in prison and the development of social capital. Interviews were conducted with eighteen formerly incarcerated participants enrolled in higher education programs while incarcerated. Findings suggest that participants developed self-efficacy, hard and soft skills, and connections to positive social networks through taking part in a postsecondary correctional education program. Participants noted an expansion of their self-awareness and improved communication skills that facilitated their mostly successful pursuits of employment opportunities after being released. The findings of this study also suggest that the outcomes of higher education programs in prisons extend beyond classroom learning and academic achievement in a way that provides students with knowledge, useful skills, prosocial networks, and access to employment prospects upon reentry into the community. More specifically, this study details how postsecondary correctional education programs provide a foundation for building social capital and preparing incarcerated individuals to become employable, law-abiding citizens. That this information came from formerly incarcerated individuals who are now thriving postrelease warrants further research that would support the expansion of educational programming for prisoners.
... This finding raises the following question: Why do participants not complete education programs? The results of research have suggested that some incarcerated persons have more trouble succeeding when they are less prepared for the level of coursework, have site coordinators who are not involved in the facilitation of the program, have little direct interaction with the instructor, or when the prison culture is in conflict with correctional education programs and participants (Meyer, Fredericks, Borden, and Richardson, 2010). A multilevel analysis could add to the literature by examining the relationship between correctional education program characteristics and the likelihood that a participant completes a given program. ...
... While key stakeholders have invested in the exciting potentialities of new learning technologies, security constraints, cultural constraints and a lack of staff and funding mean incarcerated students still do not have equitable access to learning resources. Our research with incarcerated USQ TPP students parallels the observations of practitioners and researchers in the United States and the United Kingdom who have documented the formidable obstacles faced by incarcerated postsecondary students (Watts, 2010;Pike & Adams, 2012;Meyer, Fredericks, Borden, & Richardson, 2010;Wilson & Reuss, 2000;Reuss, 2000). As Watts (2010, p. 60) observes, prisons are often stressful, noisy, disorientating and depressing places not conducive to studying, concentration and motivation. ...
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
... While key stakeholders have invested in the exciting potentialities of new learning technologies, security constraints, cultural constraints and a lack of staff and funding mean incarcerated students still do not have equitable access to learning resources. Our research with incarcerated USQ TPP students parallels the observations of practitioners and researchers in the United States and the United Kingdom who have documented the formidable obstacles faced by incarcerated postsecondary students (Watts, 2010;Pike & Adams, 2012;Meyer, Fredericks, Borden, & Richardson, 2010;Wilson & Reuss, 2000;Reuss, 2000). As Watts (2010, p. 60) observes, prisons are often stressful, noisy, disorientating and depressing places not conducive to studying, concentration and motivation. ...
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
... While key stakeholders have invested in the exciting potentialities of new learning technologies, security constraints, cultural constraints and a lack of staff and funding mean incarcerated students still do not have equitable access to learning resources. Our research with incarcerated USQ TPP students parallels the observations of practitioners and researchers in the United States and the United Kingdom who have documented the formidable obstacles faced by incarcerated postsecondary students (Watts, 2010;Pike & Adams, 2012;Meyer, Fredericks, Borden, & Richardson, 2010;Wilson & Reuss, 2000;Reuss, 2000). As Watts (2010, p. 60) observes, prisons are often stressful, noisy, disorientating and depressing places not conducive to studying, concentration and motivation. ...
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
The qualitative case study comparison of seven community-based postsecondary correctional education (CBPSCE) programs within the United States identified specific program characteristics and practices that may contribute to the reduction of criminal behavior. School administrators, program directors, and faculty were interviewed as subject matter experts regarding their insight and experience in CBPSCE. The study comparison yielded five themes: a) culture, b) role of faculty and school administrators, c) instructional strategies and curricula, d) student support and academic services, and e) reentry services. Each theme influenced the successful matriculation, retention, and return to society for those who left prison and entered degree programs. From these findings, three tiered guidelines were created to assist CBPSCE directors and staff in operating successful programs that address the barriers that contribute to criminal behavior. Findings indicate that success was not determined by a student’s decision to discontinue crime; success was found when students developed the life and academic skills needed to change their lives.
ResearchGate has not been able to resolve any references for this publication.