Former Inmates’ Perceptions and Beliefs About The Value of Earning a High School Diploma

Abstract

Previous studies on correctional education have focused on recidivism. There is limited research from a qualitative perspective on the perceptions of education prior to incarceration. This constructivist narratological case study sought to explore the lived experiences of six former inmates, four African American and two Mexican American from a Midwest Correctional Facility who entered prison without a high school diploma and worked in Prison Industries. Data sources involved a Likert scale questionnaire, documents, and in-depth semi-structured interviews. Analysis involved descriptive statistical analysis of the Likert scale items, and content analysis for documents, and indepth interviews with narratives of the cases developed using a three-dimensional analysis process and socio-cultural analysis followed by within case and cross case analyses. Major themes were: (a) making ends meet; (b) influences within the community; (c) family dynamics; (d school environment; and (e) school-to-prison pipeline. Findings indicated that participants placed a greater value on education post incarceration.