11 Hidden Student Populations: Justice Involved

Prior to this class, I never really thought about the college experience of incarcerated individuals, or those with criminal histories. I did not know much about the justice system or how it operates. After reading Writing my Wrongs by Shaka Senghor, I have a bit more understanding about the internal operations of prisons and how inmates are often treated like “livestock,” Senghor’s words, not mine. Reformation is the end goal for prisons, so why are they not doing more to actually help prepare inmates for reentry to society? Those who are better prepared for life after release are less likely to reoffend and reenter the system. Programs like the Bard Prison Initiative (BPI) and other state programs for incarceration-based education have been assisting inmates with earning degrees while serving time. Although these programs positively influence participants and help them build better futures for themselves, only a small percentage of those incarcerated will complete a degree before being released. Those who wish to seek higher education after release also have their own barriers to get through. Issues concerning applications, financial aid, campus housing, and negative feelings harbored by faculty, staff, and other students are just a few of the issues these students will face when attending college.

Education for the Justice Involved Student

            Life after incarceration can be difficult in many forms. Those who shift back into the rhythm of society often find themselves unprepared, and many end up being put back into the justice system. Higher education and vocational opportunities can alleviate some of the stress by preparing those returning to society with the necessary skills needed to obtain a steady job (Binnall et al., 2022). The establishment of a solid career can ensure that they have the means to build a life for themselves once they have been released. Although there have already been programs initiated to provide incarcerated persons with educational opportunities, there is much room for improvement. On the other side of the coin, those who pursue higher education after incarceration have been hindered by certain federal policies concerning access to financial aid as well as the stigma that inflicts this population. Higher education institutions should consider partnering with local justice systems to provide educational opportunities for incarcerated individuals who may be interested while also working to provide further support for those who are pursuing higher education after incarceration.

Education Opportunities for the Incarcerated Student

The last few years have seen a great deal of change to policies concerning incarcerated college students and their access to financial aid. The Bush administration suspended access to financial aid to justice involved students at the end of the 20th century, and it was only recently that this suspension has begun to be lifted (Custer, 2021). The pandemic caused financial strain for millions of Americans, and the federal government sought to help those who were enrolled in school. Despite the recent changes, the lingering effects of the legislation barring justice involved students from acquiring financial assistance has impacted the college experience for those who have criminal histories. The stigma surrounding this student population adds even more struggles to their unique educational journeys.

Incarceration should provide more opportunity for reformation and preparation for returning to society, but many existing factors often hinder incarcerated students from earning degrees while they serve their sentences. Although completing postsecondary education can greatly improve one’s chances of gaining necessary employment, fewer than 10% of those incarcerated complete a postsecondary credential while serving time (New America). Education and reformation are the most effective tools for preparing incarcerated individuals for life after prison. The irony is that failing to provide opportunity for personal growth to those serving time will only better the chances that they reenter the system shortly after being released. Higher education institutions should partner with local prison systems to provide resources and educational opportunities to those who wish to earn a degree to better prepare them for life post-incarceration.

Education can provide justice involved students with the means to build a better future for themselves while moving on from their past mistakes. Even where educational programs have been established for the incarcerated, the programs often have long waitlists. If they get into trouble while in the program, it could potentially hinder their progress, and oftentimes prisoners are transferred from institution to institution with no warning. If a prisoner is transferred to an institution that does not offer an educational program, then they will have to wait to be transferred again or seek opportunity upon release (Senghor, 2013). For many, education is the only way for them to prepare for life after incarceration. Higher education institutions should partner with local detention centers to develop opportunities for educational growth and development. These programs have positive effects on participants, their families, and their local communities. When the justice system puts time and effort into rehabilitation and restorative programs for inmates, they also help prevent many from returning. The cultivation of knowledge while incarcerated plants the seeds of preparation that these individuals need to succeed outside of the system (Gordon et al., 2022). Simply detaining inmates without any plan to help them learn and grow from their past mistakes will only ensure that many end up back in prison after being released.

Incarceration-Based College Programs

The Bard Prison Initiative is an incarceration-based college program currently operating in 15 states (Bard Prison Initiative, n.d.). The program assists students with earning a degree while serving their sentences. Those who wish to participate must fill out an application just like any college student would be expected to, and then they must undergo an interview to determine their acceptance (Novick, 2019). The application and interviewing process ensures that those who wish to participate understand that this opportunity is a privilege and not something to take lightly. These students are held to the same academic standards of traditional students. Although Oklahoma is not participating in the Bard Prison Initiative, there are current programs in place within the state for incarcerated students.

Currently in Oklahoma there are 27 degree programs available at 22 of the 27 facilities within the state, but many of those incarcerated cannot afford to participate (Rouw, 2019). Inmates are financially responsible for their tuition and other related costs, but many do not have the means to satisfy this need. What money they do have often has to go towards restitution or personal hygiene products (Rouw, 2019). Congress’ elimination of Pell grant eligibility for incarcerated individuals in 1994 was partially lifted in 2015 when President Obama signed the Second Chance Pell Program. This program allows currently incarcerated students to apply for financial assistance while attending 70 participating colleges. In the state of Oklahoma, participants can attend Connors State College, Tulsa Community College, and Langston University (Rouw, 2019). While the SCP has been great at boosting enrollment for incarcerated students, Oklahoma DOC cannot rely on federal funding alone. SCP provides funding for only a few hundred students statewide, and this funding is nearly impossible to obtain for those with drug-related convictions, barring approximately 26% of the state’s incarcerated population from participating (Rouw, 2019). Those with drug-related convictions that have successfully completed rehabilitation programs should be eligible to apply for financial assistance through the SCP. Many of those with histories of drug issues will be more likely to resort to drug use or dealing once out of the system if they are not provided with the proper care and prevention methods to protect against relapse. Educational opportunities could greatly improve their lives post-incarceration by providing them with more opportunities for steady jobs and sufficient income.

Incarceration-Based Vocational Opportunities

While earning a college degree can be a rewarding opportunity for the incarcerated, it can also be a lengthy task. For incarcerated individuals with shorter sentences, it may not be something that they will have time to complete prior to their release. Another potential program for detention centers to offer is a vocational training program. Local community colleges or trade schools could partner with carceral facilities within the surround communities to establish training programs to provide inmates with a skill that will better prepare them for life after reentering society. If they can earn some form of certification while incarcerated, it will drastically improve their chances of obtaining a job and it will also decrease the likelihood that they reoffend post-release (Gordon et al., 2022). Overall, this program benefits participants as well as the local community.

Post-Incarceration Educational Opportunities

Historically, justice involved students have been barred from financial assistance by state policymakers (Custer, 2021). Many barriers attempt to hinder incarcerated students from obtaining degrees while serving time, but what can be said regarding students with criminal histories who have been released? There are current federal, state, and institutional policies that make it difficult for students with criminal backgrounds to have access to college admission, financial aid, campus housing, student employment, and campus athletics (Custer, 2021). For those who are accepted, the stigma surrounding this population can cause these students to feel embarrassed or uncomfortable when interacting with faculty and staff or engaging with their peers.

Although there is still a need for more research, existing studies have found that at higher education institutions, faculty members are likely to harbor prejudicial or discriminatory feelings towards formerly incarcerated students (Binnall et al., 2022). When students perceive that faculty and staff have negative attitudes toward them, this can adversely affect their academic performance and they may lack the confidence or motivation needed to complete their programs (Binnall et al., 2022). To ensure that faculty and staff members do not project any negative opinions onto marginalized students, institutions should screen potential employees during the hiring process to determine if candidates will be a good fit. Students with criminal histories who attend college deserve to be provided with the same education that their peers receive. Faculty and staff need to focus solely on the task at hand, which is to educate and serve students throughout their academic careers. Students’ past mistakes should be left in the past, and those with criminal backgrounds should be able to move on and work towards bettering their lives and their futures.

In addition to faculty and staff, non-justice involved students are also often believed to carry negative opinions regarding formerly incarcerated students (Overton et al., 2021). This can cause students with criminal histories to feel isolated or ostracized by their classmates. Students that do not feel accepted or included are more likely to drop out of their degree programs. Institutions should consider developing a program that informs faculty, staff, and students about the benefits of education for the formerly incarcerated. Promoting awareness and understanding can destigmatize this population, allowing them to focus on their coursework rather than what others may think about them. If these students feel accepted and welcomed by their peers, then they may be more comfortable getting involved with on-campus clubs and organizations, which can greatly increase their academic performance.

Education provides many with opportunities for professional development, steady employment, and personal growth. While educational opportunities reform the lives of incarcerated individuals and decrease the likelihood that they will reoffend post-incarceration, very few can afford to earn degrees while incarcerated due to the eligibility requirements for financial aid. For those who seek to earn degrees after being released, the stigma surrounding this student population can make it even more difficult to complete their programs. Higher education institutions should consider partnering with local detention centers to provide reformative educational opportunities for the currently and formerly incarcerated to better increase their chances of obtaining steady work, to decrease the risk of them reoffending post-release, and to encourage them to strive for a successful future regardless of their past.

References

Binnall, J.M., Scott-Hayward, C.S., Petersen, N., & Gonzalez, R.M. (2022). Taking roll: College students’ views of their formerly incarcerated classmates. Journal of Criminal Justice Education, 33(3), 347-367. https://doi.org/10.1080/10511253.2021.1962932

Bard Prison Initiative. (n.d.). National Engagement: Creating Educational Opportunities in Prison Nationwide. Bard College. Bpi.bard.edu/our-work/national-engagement/

Custer, B.D. (2021). Why policymakers in Georgia and Indiana barred incarcerated college students from state financial aid. The Journal of Higher Education, 92(7), 1059-1084. DOI: 10.1080/00221546.2021.1912552

Education Policy Program. (n.d.). Equipping individuals for life beyond bars: The promise of higher education & job training in closing the gap in skills for incarcerated adults. New America. newamerica.org

Gordon, D., Posadas, J., Cipriano, Parker, A.L, & Ocean, M. (2022). Incarceration-based educational opportunities: Transforming students, families, the college, and communities. Community College Journal of Research and Practice, 1-4. DOI: 10.1080/10668926.2022.2064377

Novick, L. (2019). College Behind Bars [Film]. Skiff Mountain Films.

Overton, J., Fretwell, M.D., & Dum, C.P. (2021). Who do you trust? College students’ attribution of stigma to peers with incarceration histories. Journal of Experimental Criminology, 1-24. DOI: 10.1007/s11292-021-09463-0.

Rouw, A. (2018). Funding postsecondary education for incarcerated Oklahomans could pay off for the public safety and the budget. Oklahoma Policy Institute. https://okpolicy.org/funding-postsecondary-education-for-incarcerated-oklahomans-could-pay-off-for-public-safety-and-the-budget/

Senghor, S. (2013). Writing my Wrongs. Convergent.

Justice Involved Informational Handout

In addition to the applications and considerations paper for this course, we also designed handouts with useful information and available on-campus resources regarding this issue.

ACPA and NASPA (2015) Competency Statement:

Law, policy, and governance, social justice and inclusion, and advising and supporting seem like the best competencies to apply to this course. Those who have a history with the justice system have a disadvantage because while we all have a past and we all make mistakes, theirs are public record. Their mistakes are available for anyone to look up and research. Navigating college is difficult enough, but trying to handle classes when your peers or professors might know about your past can be daunting and intimidating. Practitioners should be knowledgeable about policies that affect formerly incarcerated students or justice involved students, while also ensuring that they are providing them with the best form of support.