東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

College on the Margins: A Case Study of Three College-in-Prison Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	College on the Margins: A Case Study of Three College-in-Prison Programs./
Author:	Suzuki, Haruna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	224 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28747829
ISBN:	9798494448408

College on the Margins: A Case Study of Three College-in-Prison Programs.
Suzuki, Haruna.

College on the Margins: A Case Study of Three College-in-Prison Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 224 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

Currently, very little is known about the nature, scope, and quality of college-in-prison programs. Particularly given the reinstatement of Pell grants for incarcerated college students in December 2020-after a 26-year long ban-it is timely and urgent to center these issues and examine the educational experiences made available to college students in prison. The present research is a critical qualitative case study of three college-in-prison programs in one southern state in the United States. The study explores the views, experiences, and practices of program faculty and staff, as a means of interrogating the nature and quality of their programs and the educational experiences afforded to incarcerated college students. In particular, the research draws on higher education research and scholarship on student engagement as well as critical scholarship from the field of higher education in prison to examine four key areas: (a) faculty and staff conceptualizations of the purpose of higher education in prison, (b) faculty training, (c) the educational experiences made available to students, and (d) staff and faculty advocacy related to improving the student experience. The study engages in-depth with Ladson-Billing's (2006) concept of the education debt-and its historical, moral, and economic underpinnings-to provide a critical reading and discussion of findings. It is crucial to undertake a study of this nature not only to advance knowledge about the state of college programming in prisons, but also to identify and challenge potential instances of "better than nothing" education, wherein incarcerated students are systematically exposed to substandard educational experiences (Castro & Gould, 2018).Data collection consisted of demographic and professional background questionnaires, semi-structured interviews, classroom description worksheets, and documents pertaining to programs and coursework. Four main themes emerged from this research: (a) Faculty and staff in the three programs reinforce, depart from, or challenge correctional conceptualizations of higher education in prison, (b) Faculty training in all three programs fails to go beyond safety and security-related matters, (c) The educational experiences made available in the three programs are (dis)empowering, and (d) Faculty and staff in the three programs advocate for improving the student experience to the extent possible. Ultimately, the study highlights that the three collegein-prison programs in this study-like many across the United States-both contribute to and challenge the education debt.

ISBN: 9798494448408Subjects--Topical Terms:

517098
Teaching.

College on the Margins: A Case Study of Three College-in-Prison Programs.
LDR:03817nmm a2200421 4500 001 2347965
005 20220829095003.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798494448408
035 $a (MiAaPQ)AAI28747829
035 $a (MiAaPQ)NCState_Univ18402038957
035 $a AAI28747829
040 $a MiAaPQ $c MiAaPQ
100 1 $a Suzuki, Haruna. $3 3687280
245 1 0 $a College on the Margins: A Case Study of Three College-in-Prison Programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 224 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
500 $a Advisor: Jaeger, Audrey J. .
502 $a Thesis (Ph.D.)--North Carolina State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Currently, very little is known about the nature, scope, and quality of college-in-prison programs. Particularly given the reinstatement of Pell grants for incarcerated college students in December 2020-after a 26-year long ban-it is timely and urgent to center these issues and examine the educational experiences made available to college students in prison. The present research is a critical qualitative case study of three college-in-prison programs in one southern state in the United States. The study explores the views, experiences, and practices of program faculty and staff, as a means of interrogating the nature and quality of their programs and the educational experiences afforded to incarcerated college students. In particular, the research draws on higher education research and scholarship on student engagement as well as critical scholarship from the field of higher education in prison to examine four key areas: (a) faculty and staff conceptualizations of the purpose of higher education in prison, (b) faculty training, (c) the educational experiences made available to students, and (d) staff and faculty advocacy related to improving the student experience. The study engages in-depth with Ladson-Billing's (2006) concept of the education debt-and its historical, moral, and economic underpinnings-to provide a critical reading and discussion of findings. It is crucial to undertake a study of this nature not only to advance knowledge about the state of college programming in prisons, but also to identify and challenge potential instances of "better than nothing" education, wherein incarcerated students are systematically exposed to substandard educational experiences (Castro & Gould, 2018).Data collection consisted of demographic and professional background questionnaires, semi-structured interviews, classroom description worksheets, and documents pertaining to programs and coursework. Four main themes emerged from this research: (a) Faculty and staff in the three programs reinforce, depart from, or challenge correctional conceptualizations of higher education in prison, (b) Faculty training in all three programs fails to go beyond safety and security-related matters, (c) The educational experiences made available in the three programs are (dis)empowering, and (d) Faculty and staff in the three programs advocate for improving the student experience to the extent possible. Ultimately, the study highlights that the three collegein-prison programs in this study-like many across the United States-both contribute to and challenge the education debt.
590 $a School code: 0155.
650 4 $a Teaching. $3 517098
650 4 $a Higher education. $3 641065
650 4 $a Government grants. $3 3563988
650 4 $a Funding. $3 3557916
650 4 $a Student participation. $3 3684314
650 4 $a Community colleges. $3 1003105
650 4 $a Prisons. $3 530912
650 4 $a Perceptions. $3 3435328
650 4 $a Schools. $3 573554
650 4 $a Internet access. $3 3410690
650 4 $a Recidivism. $3 1458367
650 4 $a Oppression. $3 804002
650 4 $a Power. $3 518736
650 4 $a Black college students. $3 3687281
650 4 $a College campuses. $3 3562806
650 4 $a Low income groups. $3 3562917
650 4 $a Decision making. $3 517204
650 4 $a Crime prevention. $3 535813
650 4 $a Race. $3 529036
650 4 $a Imprisonment. $3 1574475
650 4 $a African American studies. $3 2122686
650 4 $a American studies. $3 2122720
650 4 $a Black studies. $3 2122689
650 4 $a Criminology. $3 533274
650 4 $a Education. $3 516579
650 4 $a Education finance. $3 3172165
650 4 $a Finance. $3 542899
650 4 $a Political science. $3 528916
650 4 $a Regional studies. $3 3173672
650 4 $a Social structure. $3 528995
690 $a 0745
690 $a 0296
690 $a 0323
690 $a 0325
690 $a 0627
690 $a 0515
690 $a 0277
690 $a 0508
690 $a 0615
690 $a 0604
690 $a 0700
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 83-05A.
790 $a 0155
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28747829