This qualitative study examined the experiences of formerly incarcerated students in community colleges. In this study, participants described how they made meaning of their postsecondary education experience through their decision to start college, the college preparation, and faculty interactions that collectively influenced their academic pathways. The students of this study were formerly incarcerated Latino men enrolled in California community colleges located in northern, central, and southern regions. This study specifically sought to challenge the stigma that revolves around the experiences of the carceral system leading to a deficit perspective on this student population. The findings from this study aligns with the academic support services for this student population in higher education.
Abeyta, M. (2022). ACADEMIC PATHWAYS FOR FORMERLY INCARCERATED STUDENTS: “IF I COULD DO 12 YEARS IN PRISON, WHY CAN’T I DO 12 YEARS IN COLLEGE.” Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 8(1), 37–49. https://doi.org/10.15763/issn.2642-2387.2022.8.1.36-49
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Journal Committed to Social Change on Race and Ethnicity (JCSCORE)