My Voice Changing the Statistics of Crime

• In Event: Self as Instrument: Leveraging Qualitative Research to Develop Scholarly Voice in Minoritized Emerging Scholars

Abstract

Growing up in a family of educators instilled in me a passion for understanding higher education systems and their societal impacts. The teachings of my maternal grandmother and my background as a third-generation African American educator emphasized the importance of serving others and creating pathways for their success. Gordon B. Hinckley's words, "We are not on earth to see how important we can become but to see how much difference we can make in the lives of others," resonate deeply with my personal and professional goals. This belief in social justice drives my advocacy and activism efforts to promote equity and fairness in higher education.
My ongoing qualitative research explores the decision-making processes and motivations of formerly incarcerated individuals who pursued education while in prison. My study aims to understand how these experiences shape their reintegration into society, addressing gaps in our knowledge about the transformative power of education for marginalized communities. By equipping incarcerated individuals with education, we can significantly reduce recidivism and facilitate successful societal reentry.
As such, my qualitative research has helped me find my scholarly voice by emphasizing reflexivity, prompting me to continually reflect on my own biases, assumptions, and positionality. This introspection has led to a more authentic and self-aware scholarly voice, striving to acknowledge and address my influence on the research process. Also, working closely with individuals affected by incarceration has fostered a sense of empathy and ethical responsibility, ensuring that my research is informed, analytical, compassionate, and respectful.
Furthermore, immersing myself in the qualitative analysis process has allowed me to develop a distinctive scholarly voice that reflects a comprehensive understanding of the subject matter. The process of coding and thematic analysis has helped me identify patterns and themes not immediately apparent in quantitative data, enabling me to contribute original insights to the field. Methods such as interviews have deepened my understanding of the complex and nuanced experiences of individuals involved in postsecondary prison education programs, allowing me to articulate the lived realities of incarcerated individuals and educators with greater empathy and accuracy.
In essence, through this research, I aim to develop effective programs that reduce recidivism and inform prison reform policies, ultimately enhancing opportunities for empowerment and social mobility. The insights gained can benefit those within the criminal justice system and policymakers, increasing access to educational opportunities for incarcerated individuals and encouraging more to take advantage of them. This work contributes to creating a culture of care for all students, regardless of background, and promotes a just and inclusive society where education is a right for all.

Author

• Jessica D. Griffin, Florida State University