Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

McTier, Terrence S.; Smith, Chelsea T.; Smith, Gabrielle P. A.; Hodges, Ariel; Bah, Samba

doi:10.1177/1521025120960667

Cited by 7 publications

(2 citation statements)

References 50 publications

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“…Stable accommodation is a prerequisite for college success, yet background checks and other discriminatory practices can make it challenging for formerly incarcerated students to find housing (McTier et al 2020). For those on probation or parole, secure housing can also be a condition of supervision, making this need even more urgent; reporting requirements for the unhoused often involve more frequent contact with supervisory agents (Pryor and Thompkins 2013), creating more obligations to the state that prevent the prioritization of their schooling.…”

Section: Barriers and Solutions For Formerly Incarcerated Peoplementioning

confidence: 99%

Prison, College, and the Labor Market: A Critical Analysis by Formerly Incarcerated and Justice-Impacted Students

Quach¹,

Cerda-Jara²,

Deverux³

et al. 2022

The ANNALS of the American Academy of Political and Social Scie

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Enrollment in and navigation of higher learning institutions as a pathway to social mobility remains a significant challenge for many currently and formerly incarcerated people, particularly for those placed under community supervision. This article reviews research on the topic, drawing out key contributory factors and summarizing reform efforts in recent history. We discuss the potential differential benefits of postsecondary educational attainment for formerly incarcerated people and emphasize the need for more research around educational attainment for this population. We also examine effective model programs in the State of California as a way of highlighting the complex and variable nature of the challenges in higher learning for justice-impacted individuals due to their social and supervisory circumstances. These analyses are used as basis for general policy recommendations to provide a stronger foundation for targeted support frameworks and to assist institutional partners working to improve the experience and success of justice-impacted people in postsecondary education. We conclude the article with a critical reflection regarding the institutional function of education in accordance with the current demands of neoliberalism and a concomitant call to action anchored to an alternative vision for a more emancipatory education.

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Section: Barriers and Solutions For Formerly Incarcerated Peoplementioning

confidence: 99%

Prison, College, and the Labor Market: A Critical Analysis by Formerly Incarcerated and Justice-Impacted Students

Quach¹,

Cerda-Jara²,

Deverux³

et al. 2022

The ANNALS of the American Academy of Political and Social Scie

View full text Add to dashboard Cite

show abstract

“…People in prison are also two and a half times more likely to have a disability than those in the general population (Bureau of Justice Statistics, 2019). Over the last half-century, with the criminal legal system's shift in focus from rehabilitation to punishment, criminal records have become increasingly utilized to restrict people from access to a range of opportunities such as housing, education and employment (American Bar Association, 2018;Corda, 2016;McTier et al, 2020). These forms of extra-legal punishments are known as collateral punishments.…”

Section: The Carceral Landscape and Gatekeepingmentioning

confidence: 99%

Criminal Records as Predictors of Harm

Bohrman

Updyke²,

Radis³

et al. 2022

ASW

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The National Association of Social Work Code of Ethics requires advocacy on behalf of groups experiencing oppression, and yet it can be difficult to recognize when the oppression is emanating from the profession itself. Social work has enacted numerous barriers to entry for people with criminal records, a group that disproportionately includes people who are poor, Black, disabled, and or LGBTQ+. While previous articles have examined the role of criminal records in the social work admission process, scholars have not comprehensively examined the role criminal records play throughout the career of a social worker. This article provides an overview of how records are used in higher education admissions, licensing, and employment, highlighting the limitations of criminal records as future indicators of harm. We argue that the broad use of criminal record checks not only harms marginalized individuals with records but is a disservice to clients who would benefit from the unique strengths derived from their social work training and lived experience. We conclude with future policy directions informed by abolitionist practices including non-reformist reforms that can reduce barriers to entry into the profession and build upon the strengths of people with lived experience in the criminal legal system.

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Using Evidenced‐Based Design to Support Gang‐Impacted Students in an Urban Community College: Lessons From the Phoenix Scholars Program

Huerta,

Muñoz,

Torre‐Iniguez

et al. 2024

New Drctns Hghr Edu

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In this manuscript, we offer a brief understanding of the educational experiences of gang‐impacted students in K‐12 and postsecondary education. Using evidence‐based and interconnected support systems that account for the multifaceted needs of gang‐impacted students, such as basic needs, mental health, workforce development, technology, and other resources, we then focus on the necessary institutional and programmatic practices to design and support them to thrive and graduate from an urban community college.

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Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

Cited by 7 publications

References 50 publications

Prison, College, and the Labor Market: A Critical Analysis by Formerly Incarcerated and Justice-Impacted Students

Prison, College, and the Labor Market: A Critical Analysis by Formerly Incarcerated and Justice-Impacted Students

Criminal Records as Predictors of Harm

Using Evidenced‐Based Design to Support Gang‐Impacted Students in an Urban Community College: Lessons From the Phoenix Scholars Program

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