Streetwise Scholars: How Formerly Incarcerated Latino Males Utilize Their Lived Experience to Navigate Higher Education

• In Event: Pathways From the Community College: Building Successful Practices for Latino Males in the Community College

Abstract

Much of the current literature surrounding the incarceration experience and education of men of color focuses on how education impacts the student, i.e., reduction in recidivism, education while incarcerated, or dealing with microaggressions (Giraldo, 2016; Mercer, 2009; Tailiferro et al, 2016). Within community college literature, there is an increased focus on the experiences of men of color, in particular Latino males (Castro & Cortez, 2017; Harris, Wood, & Newman, 2015). What is lacking is research that explores the difference amongst the male of color population, in particular formerly incarcerated individuals. This study takes on an anti-deficit perspective surrounding Latino males who identify as formerly incarcerated students (FIS) and presents them as streetwise scholars and validates their knowledge acquired through lived experience (Halkovic, 2014; Harper, 2010; Hernandez, 2019). This study seeks to build on an asset-based lens illuminating how formerly incarcerated Latino males access the needed resources to excel in higher education as opposed to leaving education (Castro, 2014; Harper, 2010; Hernandez, 2019). The following questions guided this paper:

How do formerly incarcerated students utilize their lived experience to find success in higher education?
How do formerly incarcerated students use their lived experience to navigate higher education?

The study uses Yosso’s (2005) Community Cultural Wealth framework to help illuminate the capital possessed by FIS. Drawing from 10 semi-structured individual qualitative interviews. Through analyzing the data obtained from these interviews, four themes emerged that can assist in the fostering of a better understanding of FIS Latino males. The first theme presented the obstacles faced by the students while pursuing higher education being the stigma which were experienced both externally and internally. The next theme presented the strengths possessed by the students such as their street smarts, power in their story, and their hustle. The third theme found were the types of supports utilized by the students to navigate higher education successfully. Finally, the last theme found across all the participants was that they share a similar objective of helping others that are coming home from incarceration and transitioning to post-secondary education.

This paper adds to the limited scholarship on formerly incarcerated students and stresses the importance of using anti-deficit perspective. Furthermore, this study can inform the development of focused programming to assist FIS transition into higher education. Finally, the students in this study should be seen for their positive assets possessed and allow institutions of higher education to view streetwise scholars with individual knowledge and strengths to enter and succeed in academia.

Authors

• Joe Louis Hernandez, Claremont Graduate University

• Oscar Duran, San Diego State University