Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen M. Claggett

Abstract

An estimated 30% of the incarcerated population does not participate in the educational programs offered within the target state penal education system. The purpose of this study was to understand the perceptions of parolees towards the prison’s education system and the problem of low participation by using a qualitative approach and conceptual framework based on Bandura’s theory of self-efficacy. Three research questions explored parolee perceptions toward barriers for enrollment and participation in education programming during incarceration, strategies and supports that could have increased self-confidence and motivation to participate in the programs, and descriptions of internalized experiences. Data were collected using semistructured interviews with 7 parolees whose perceptions were analyzed using an open coding process to derive categories, themes, and meanings. Findings included: threats of receiving major cases and losing good time, the need for other coursework and post-secondary classes besides mandatory classes, disqualified due to 6 months or less of sentence left to serve, advanced age, hinderances from staff, unqualified instructors, frequent instructor absenteeism, nepotism, and correctional staff doubling as teaching staff. Recommendations included forming an Integrated Offender Management team, professional training for staff, policy changes for an improved curriculum, changes in hiring education instructor, and monitoring staff for inappropriate behaviors. This qualitative exploratory study has the potential to promote positive social change through policy changes resulting in increased parolee confidence, motivation, and preparedness for re-entry into society as well as decreases in recidivism, reoffending, and rearrests. The resulting project was a white paper that will disseminate the findings to the stakeholders.

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