School Reentry: Defining “Success” for Formerly Incarcerated Emerging Adult Black Men in an Alternative School

• In Event: Carcerality and Education: A Qualitative Focus of Alternative Learning Environments and Racial/Ethnic Minoritized Students

Abstract

Objective. Emerging adult Black men are overrepresented in the criminal legal system (CSGJC, 2015). Education is critical in promoting their “successful reentry,” yet this knowledge is limited to correctional education programs (Jӓggi et al., 2020). Additionally, recidivism is often used to measure their success, yet it lacks a uniform definition and ignores the positive development of young Black men across life domains and the impact racism and stigma have on their re-entry processes (NASEM, 2022). Expanding the definition and measurement of successful reentry to public education programs and other critical aspects of these young men’s lives is necessary to build educational spaces of emancipation, justice, and dignity that effectively address their needs and intersectional experiences. A focus on alternative schools is essential due to their often punitive approach, dismal outcomes, and overrepresentation of formerly incarcerated young Black men (USGAO, 2019). This paper explores the following research question: How is “success” defined for formerly incarcerated emerging adult Black men in an alternative school, and what processes and strategies are perceived as promotive?

Theory. Intersectionality guides this study because it provides a lens to better understand how interlocking systems of oppression shape participants’ perceptions of “successful reentry” for formerly incarcerated emerging adult Black men and for identifying processes and strategies that reflect their reentry challenges, strengths, and resistance (Cho et al., 2013).

Methods. A single, qualitative case study of a strength-based alternative school on the West Coast of the U.S. was conducted. Enrolled students (n=117) were 67% male, 54% African American/Black, aged 18.7 (on average), and 74% were system-involved. Data collection consisted of 12 months of field observations (n=33), interviews with the school principal, teachers (n=), lead case manager and formerly incarcerated emerging adult Black men (n=8), one focus group with case manager interns (n=4), and a review of documents (e.g., reports, posters, class handouts, student work). A thematic analysis approach was used to analyze and interpret patterns of meaning in the data (Bhattacharya, 2017).

Findings. “Achieving a High School Diploma,” “Jobs Are A Big One,” Social-Emotional Stability, and “Off Probation” emerged as key markers of success for formerly incarcerated emerging adult Black men in an alternative school. These markers were perceived as critical because they supported the young men in meeting their educational and personal needs and goals (e.g., self-sufficiency, financial and housing stability, positive identity and relationships, crime/carceral system-free) and protected against reentry challenges and barriers. Earning credits, access to caring and supportive relationships, developing intra/interpersonal skills, gaining work experience, receiving legal advocacy, and an open re-enrollment school policy were processes and strategies perceived to promote success.

Significance. Findings are consistent with previous research that found academic achievement and employment, supported by psychosocial maturity and becoming free from formal system involvement, as markers of successful reentry that facilitate positive turning points for formerly incarcerated emerging adult Black men in an alternative school. Implications for research, policy, and practice are discussed.

Author

• Charles H. Lea, Columbia University