The well-being impacts associated with college in crison : a comparison of incarcerated and non-incarcerated students who identify as women / Sarah Y. Moore, Tanya Erzen
In: The Prison Journal.ISSN 0032-8855. Pennsylvania . Vol. 103, nº 1 (2023) , p. 3-22Idioma: Inglês.País: Estados Unidos.ISSN: 0032-8855Assunto: PRISÃO-ESCOLA | ENSINO | DIREITOS DO RECLUSO | REINCIDÊNCIA CRIMINAL | REINSERÇÃO SOCIAL CDU: 343.8 Localização e Cota : 343.8MOO Resumo: Benefits of college in prison (CIP) programs often center on reduced recidivism and other post-release adjustment outcomes. This article argues for broader recognition of positive outcomes to include well-being, coping, and academic engagement for incarcerated students, noting the specific challenges for female-identifying inmates with backgrounds that often include high levels of abuse and violence. Using longitudinal data from female-identifying students in a CIP program and comparison data from a matched non-incarcerated sample, improvements in these outcome measures are demonstrated as incarcerated students remain in the program. Importantly, their measures of wellbeing, coping, and academic engagement were significantly better than the matched non-incarcerated sample for most measures. Further, the possible underlying mechanism for the findings is discussed, linking them to program characteristics that emphasize the development of community, agency, and personalized—in-person education—qualities that are in alignment with trauma-informed practices.| Item type | Current location | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Analíticos de Periódicos | Biblioteca da Direção-Geral de Reinserção e Serviços Prisionais | 343.8MOO (Browse shelf) | 9705 | Available | DGRSP09705 |
Benefits of college in prison (CIP) programs often center on reduced recidivism and other post-release adjustment outcomes. This article argues for broader recognition of positive outcomes to include well-being, coping, and academic engagement for incarcerated students, noting the specific challenges for female-identifying inmates with backgrounds that often include high levels
of abuse and violence. Using longitudinal data from female-identifying students in a CIP program and comparison data from a matched non-incarcerated sample, improvements in these outcome measures are demonstrated as incarcerated students remain in the program. Importantly, their measures of wellbeing, coping, and academic engagement were significantly better than the
matched non-incarcerated sample for most measures. Further, the possible underlying mechanism for the findings is discussed, linking them to program characteristics that emphasize the development of community, agency, and personalized—in-person education—qualities that are in alignment with trauma-informed practices.
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