Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

Abstract

Much of the research on the effects of postsecondary education for incarcerated individuals has focused on men. However, given the increase in rates of women's imprisonment over the past two decades, it is imperative that scholars examine the impact of higher education in prison for women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women's prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

Consideraciones sobre la educación en prisión: un análisis de la realidad española a partir de la lectura de Stateville

“…Sobre los beneficios de la educación en prisión, la literatura concluye que los programas educativos en el entorno penitenciario tienen efectos positivos tanto durante la estancia en la prisión como tras la excarcelación. Algunas investigaciones criminológicas destacan que, por un lado, en cuanto a los efectos durante la condena, la participación en programas educativos mejora la autopercepción de los internos (Baranger, Rousseau, Mastrorilli y Matesanz, 2018), reduce las infracciones disciplinarias dentro de la prisión (Gerber y Fritsch, 1995) y favorece el alejamiento del mundo delincuencial y de los aspectos negativos de la vida carcelaria (Caballero, 1985). Por otro lado, algunos beneficios que se manifiestan tras el cumplimiento de la condena son: la reducción de la reincidencia en términos generales (Lochner y Moretti, 2004;Wilson, Gallagher y MacKenzie, 2000); la promoción de una identidad que fomenta la desistencia del delito (Baranger et al, 2018;Runell, 2018); el aumento de la probabilidad de conseguir un trabajo y un salario más alto (Gerber y Fritsch, 1995;Lochner y Moretti, 2004); la reducción de la impaciencia y el aumento de la aversión al riesgo (Lochner y Moretti, 2004); así como la continuación de la formación tras la excarcelación (Gerber y Fritsch, 1995;Runell, 2018).…”

Effective Online Course Delivery in Correctional Settings: A Pilot

“…Goal four, to provide engagement to underserved individuals, thereby reducing the psychological effects of social stigma associated with incarceration, refers to the need to provide meaningful engagement opportunities to individuals who are involved with the justice system. These activities will help this group to maintain a sense of purpose during their periods of incarceration (Baranger, Rousseau, Mastrorilli, & Matesanz, 2018) and also to engage in goal-setting to prepare for their ultimate release. The final goal, to train individuals based on Adlerian principles of inclusion and social justice, thereby empowering individuals who are involved with the justice system to develop and attain personal and professional goals upon release, articulates the core purpose behind this pilot (Lemberger-Truelove, 2018).…”

Entrepreneurship Education in the Transformation of Incarcerated Individuals: A Review of the Literature and Future Research Directions

“…Baranger and colleagues (2018) also highlight the transformative nature of higher education in prison. Using qualitative data from students in a “college-behind-bars” program in a Massachusetts women’s prison, Baranger et al. (2018, pp.…”