Life-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.
Subject (authority = RUETD)
Topic
Criminal Justice
Subject (authority = ETD-LCSH)
Topic
Ex-convicts--Education
Subject (authority = ETD-LCSH)
Topic
Academic achievement
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6487
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vi, 224 p.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Lindsey Livingston Runell
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.