From Prison Halls to Halls of Higher Education: Exploring Sense of Belonging among Formerly Incarcerated Students

Formerly incarcerated students comprise a population that has been largely overlooked, when it comes to the recognition of their higher education promise and potential (Strayhorn et al., 2013; U.S. Department of Education, 2021). This lack of recognition contributes to the perpetuation of race- and class-based inequities and discounts the talents and potential of a multitude of individuals. In order to advance social justice and equity for this marginalized group, further exploration of their experiences with higher education is warranted. This exploration is increasingly timely, as the reinstatement of Pell eligibility for incarcerated students may place many more incarcerated individuals on a trajectory to continue pursuing their degrees at higher education institutions located outside of prison walls post-release. Although much research has been done on higher education courses offered in prison, relatively little is known about the experiences of formerly incarcerated students as they pursue higher education after prison release (Donaldson & Viera, 2021; Livingston & Miller, 2014; McTier et al., 2020b; Strayhorn et al., 2013).This qualitative study used the theoretical framework of social capital to explore the experiences of formerly incarcerated students as they have transitioned out of prison and into on-campus learning at institutions of higher education. The study was primarily aimed at obtaining a better understanding of the barriers and supports that formerly incarcerated students experience as they pursue higher education, focusing specifically on the ways in which they are able to cultivate a sense of belonging. Additionally, the study explored the motivations behind formerly incarcerated students' decisions to continue pursuing higher education after their release from prison as well as their expectations for the future post-graduation. Data were collected through surveys, semi-structured, in-depth interviews with formerly incarcerated undergraduate and graduate students, and publicly accessible articles and video featuring the higher education experiences of formerly incarcerated students. Findings revealed that formerly incarcerated students' decisions to continue higher education after prison were influenced by several factors, including personal transformations that led to the revaluation of higher education and the desire for better professional prospects after prison. Additionally, the decision to continue higher education was influenced by the acquisition of meaningful social capital that occurred through in-prison education. Connections to faculty members and fellow students made the task of earning a college degree on campus seem more attainable. Pertaining to barriers to experiencing a sense of belonging on campus, students who were formerly incarcerated dealt with culture shock during their transition from prison to on-campus learning; concerns over being stigmatized and perceived negatively by others; limitations and restrictions imposed on them by the halfway houses in which many of them lived; and a lack of shared experience with others on campus. Conversely, formerly incarcerated students found support and a sense of belonging in the context of the program in which they were involved, which offered them a sense of family and access to multi-faceted support services. Positive relationships with faculty also facilitated the cultivation of a sense of belonging among formerly incarcerated students, as did instances where they were able to leverage their life experiences in order to educate, inform, and mentor others on campus. Notably, the program provided various resources and opportunities to form meaningful connections with others, including other formerly incarcerated students, program staff, and faculty connected to the program. In this way, social capital acquisition--in the form of meaningful and supportive relationships fostered through the program--was most instrumental in facilitating a sense of belonging within their institution of higher education. Findings also showed that the higher education experiences of formerly incarcerated students had an overall positive effect on their perceptions of post-graduation opportunities. Through their higher education experiences, and more specifically through their time in the RISE-UP [a pseudonym] program, participants expanded their perspective on what they thought possible for themselves and gained confidence that their goals for the future were attainable. The program facilitated widespread networking and other opportunities for students, which led them to acquire a great deal of social capital. This social capital they acquired was most important in shaping their positive expectations for their post-graduation futures. As formerly incarcerated students are not a homogenous group, findings differed slightly based on factors such as gender, age, race/ethnicity, and campus attended. Findings of the current study show that in higher education spaces formerly incarcerated students have much to contribute but often face considerable barriers, particularly when it comes to establishing a sense of belonging. The findings have many important implications and suggest that by adopting certain policies and practices universities, administration, and faculty could help to better meet the needs of formerly incarcerated students and thereby increase their chances of academic, professional, and personal success. Future research should be conducted to further understand the experiences of diverse groups of formerly incarcerated students situated in various higher contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]