CENTERING THE STUDENT VOICE: A QUALITATIVE EVALUATION OF LIVED EXPERIENCES OF CORRECTIONAL EDUCATION PROGRAMS IN THE SOUTHEAST

The purpose of the carceral system in the United States has oscillated between rehabilitation and retribution since its inception. The import of and emphasis on education has flowed with that purpose. What is often missing from the discourse about the educational opportunities offered is the voice of the students. This phenomenological study engaged former students of higher education in prison (HEP) programs to examine what supports and barriers they experienced during their incarceration. Through 40 semi-structured interviews followed by thematic analysis, six themes were identified. The importance of positive relationships and social networks, personal empowerment, and restoring their humanity contributed to a transformation of self that gave them the social-emotional skills to re-enter society more confidently and with direction. However, resource constraints, systemic barriers, and mental health struggles created stumbling blocks along the path to success in these programs. Practical applications of these findings are suggested to inform program design, implementation, and evaluation.