RT Journal Article
SR Electronic
T1 Harassment, Discouragement, and Intimidation of College Students in Prison: A Qualitative Study on the Prevalence of Disciplinary Power in Prison Higher Education
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 241
OP 266
DO 10.17763/1943-5045-93.2.241
VO 93
IS 2
A1 ROYER, CAISA ELIZABETH
A1 CASTRO, ERIN L.
A1 AGUILAR PADILLA, ESTEFANIE
YR 2023
UL http://harvardeducationalreview.org/content/93/2/241.abstract
AB In this descriptive research study, Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla explore the experiences of prison stakeholders in higher education with prison disciplinary power. Based on interviews with nineteen prison education stakeholders, including program directors, instructors, family members of incarcerated students, and program alumni, the authors’ findings indicate that officer-initiated discipline interferes with the aims of college-in-prison programs and incarcerated students’ ability to be successful. The analysis provides rich insight into the ordinary ways prison officers discourage, disrupt, intimidate, and deliberately obstruct student engagement with prison higher education and those programs’ ability to provide coursework.