Beyond Recidivism: A Qualitative Study of How Black Men Describe Their Educational Journey after Incarceration

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      131
    • Education Level:
      Adult Education
      High Schools
      High School Equivalency Programs
      Secondary Education
    • Subject Terms:
      African American Students; Males; Student Attitudes; Institutionalized Persons; Correctional Education; High School Equivalency Programs; Reentry Students; Recidivism; Goal Orientation; Social Integration; Mentors; Culturally Relevant Education
    • ISSN:
      3822-4119
    • ISBN:
      979-83-8224-119-7
    • Abstract:
      Since the early 1970s, exponential and unprecedented growth of incarceration rates of Black youths became a critical issue. One in twenty persons, or 5% of the total United States population serve at least six months in federal state prisons by age 40. Recidivism rates in excess of 50% compounded the problem. The purpose of this qualitative descriptive study was to explore how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Research questions involved why, and how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Reintegration theory provided the theoretical framework to address GED program completion and recidivism. Ten Black former prisoners completed semistructured interviews lasting 30 to 45 minutes and 10 different individuals participated in a focus group. Four themes emerged: GED Program was an empowering experience; GED enrollment motivated by a desire for improved employment and postsecondary education prospects; social support and goal orientation improved GED perseverance, and awareness of systemic racism, crowded classrooms, and challenging content were barriers to GED completion. Based on the emerging themes the following are recommendations for to reduce recidivism: promote GED program during incarceration, adopt culturally responsive teaching methods within in GED programs to reduce racial disparity for improved academic and career achievement, and introduce prison mentorship programs to encourage Black male youths to engage in GED programs. Future quantitative research is recommended to examine the relationship between GED completion and reintegration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED651444