Search

Access to education is a constant theme in discussions germane to correctional reform, particularly to reduce rule breaking while incarcerated and re-offending after release from prison. Focusing on the latter, we examine the extent to which education is accessible for individuals who have felonious non-violent records in the United States (US). We generated a stratified random sample of 85 institutions of higher education (IHE) in the northeastern US and analyzed emails from admission departments in response to inquiries about how a felony record would affect admissions decisions. Results from multivariate models indicate that the institution type (public vs. private) significantly predicts how an IHE would use an individual's criminal history in admissions decisions. Public IHEs are less likely to consider criminal history when reviewing an individual's application and IHEs with higher proportions of minority students are associated with reduced consideration of an applicant's criminal history in admissions decisions. [ABSTRACT FROM AUTHOR]

A criminal conviction results in consequences that extend beyond incarceration. Self-stigmatization is a negative consequence that many formerly individuals experience. It manifests in low self-esteem and personal barriers to reentry. This study explores higher education programs in prison as a moderator of self-stigma. Using qualitative interviews, this study investigated the perceptions of formerly incarcerated individuals who participated in higher education in prison in regard to the ways in which incarceration and education affected their self-stigma. Results indicate that incarceration influences self-stigma, but education enhances a sense of empowerment and motivation to resist the negative effects of self-stigma. Reducing the stigmatization of formerly incarcerated individuals is important because if they view themselves positively, it can improve their reentry and life trajectory. [ABSTRACT FROM AUTHOR]