Life-course engagement in crime, post-secondary education and desistance for formerly incarcerated college students
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Runell, Lindsey Livingston.
Life-course engagement in crime, post-secondary education and desistance for formerly incarcerated college students. Retrieved from
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TitleLife-course engagement in crime, post-secondary education and desistance for formerly incarcerated college students
Date Created2015
Other Date2015-05 (degree)
Extent1 online resource (vi, 224 p.)
DescriptionLife-course perspectives are useful to enhance understanding of the intricate relationship between education, the onset of crime, criminality and desistance processes (Laub and Sampson 2001; Visher and Travis, 2003). An important facet of this research touches upon the divergent ways in which inequalities related to race, class and place might shape opportunities for educational success and in turn pathways into and out of crime (Irwin, et al., 2013; NicholsonâCrotty et al., 2009). In this study, I investigate the educational life histories of formerly incarcerated college students in a higher education program, investigating the role of race, class and place in shaping their pre-, during and post-incarceration educational and criminal trajectories. Specifically, I draw from 34 in-depth life history interviews with present and past program participants to examine varying levels of engagement in education and crime over time, and the role of race, peer dynamics, families, neighborhoods and school characteristics. Starting from an early age, connections to school and academic achievements might vary based upon interactions with other students and school officials, particularly with respect to the nature and type of punishments received for school misconduct (Blomberg et. al, 2012; Skiba et al., 2011). School cultures are distinct and largely tied to structural differences, which are also embedded in the fabric of surrounding neighborhood contexts. Indeed, schools and communities can have mutually reinforcing influences over pre-carceral involvement in education and crime, which can in turn lead to incarceration (Gottfredson, 2001). Carceral educational experiences are also key considerations in this investigation, given that completion of post-secondary correctional education can inspire readiness for change and better preparedness for reentry and crime avoidance post-release (Chappell, 2004; Davis et al., 2013). This study will contribute to this body of research by exploring ways in which pre-carceral factors and carceral conditions shape opportunities to pursue and engage in post-secondary education during incarceration. Finally, it will shed light on the value of continued participation in college post-incarceration for reintegration and desistance, investigating some ways in which these experiences unfold in the context of race and class inequalities that impact efforts to transition away from crime. Given the recent revitalization and support for post-secondary correctional education programs, this study provides a much needed, detailed look into structural exclusions based on race, social class and place that result in divergent access to and success in college courses for inmates as well as ex-offenders post-incarceration.
NotePh.D.
NoteIncludes bibliographical references
Noteby Lindsey Livingston Runell
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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