Explaining the Transitional Experiences and Persistence of Formerly Incarcerated Students in Four-Year Institutions: A Grounded Theory Analysis

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Discipline/Police/Incarceration

Abstract

Promoting higher education among formerly incarcerated individuals is a critical anti-recidivism strategy. Research has focused on educational outcomes, and less on the college journey itself. As more formerly incarcerated students seek baccalaureate degrees, it is imperative to understand how this population transitions into and persists through four-year institutions. Using a longitudinal, grounded theory approach, the proposed research focuses on transition and persistence from the first to third semester at a four-year institution, with attention to barriers, supports, and academic outcomes. The research will develop an explanatory model of persistence and academic success grounded in the experiences of formerly incarcerated students.

Author

• Jude Paul Matias Dizon, California State University - East Bay