ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

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Creating the Prison-to-College Pipeline An Examination of the Educational Experiences of Formerly Incarcerated Women

Description
The United States accounts for only 4% of the world’s female population, but it is home to more than 30% of the world’s incarcerated women, the majority of whom will eventually attempt a successful reentry into society. Almost half of the incarcerated women in the United States have not obtained…

The United States accounts for only 4% of the world’s female population, but it is home to more than 30% of the world’s incarcerated women, the majority of whom will eventually attempt a successful reentry into society. Almost half of the incarcerated women in the United States have not obtained a high school diploma or equivalency, and only 31% have attempted some college, compared to 58% among the general public (Ewert & Wildhagen, 2011). There is ample evidence of the impact of a post-secondary degree on reducing recidivism and increasing reentry success. However, the Arizona Department of Corrections reports that of the more than 40,000 people incarcerated in November of 2019, only 5,333, or 12.5%, were involved in any type of educational programming while incarcerated (2019).

Few studies have looked closely at the barriers to higher education for formerly incarcerated individuals, and even fewer have focused on women. The purpose of this qualitative action research study was to examine the educational experiences of formerly incarcerated women through the lenses of critical social theory (Freeman & Vasconcelos, 2010; Freire, 1970) and possible selves theory (Markus & Nurius, 1986) in an effort to more fully understand low educational attainment in this population and use this knowledge to develop an effective, participant-informed intervention and provide recommendations for university outreach programs. Study participants were formerly incarcerated women and individuals who work with this population. Data were collected from in-depth semi-structured interviews and materials created during the College After Prison Workshop which was developed for this project.

Interviews revealed that the women in this study crave a sense of belonging, feel regret over their lost possible selves, experience a fear of standing still or going backward, and have a strong desire to help others. Findings suggest that colleges and universities can support formerly incarcerated women in the post-secondary system by curating a community of scholars and demonstrating a clear path forward for formerly incarcerated women by reducing systemic barriers.
ContributorsBell, Kendra (Author) / Judson, Eugene (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Tsoudis, Olga (Committee member) / Arizona State University (Publisher)
Created2020