The Importance of Lived Experience in Improving Higher Education in Prison
Insights from a Community Advisory Board
DOI:
https://doi.org/10.18060/28212Keywords:
postsecondary education, incarceration, directly impacted, peer support, community engagement, reentry, system-impacted, collaboration, reformAbstract
Since the recent expansion of higher education in prison (HEP) programs, correctional systems and universities have been working to optimize these programs to yield maximum impact. Collaborating with individuals with lived experience of incarceration and participation in higher education could provide valuable insights toward improving these programs. This paper reports on a community advisory board (CAB) of formerly incarcerated people, which set out to share ideas on improving higher education in prison based on their personal and shared experiences. These experiences and suggestions were grouped into themes outlined in this paper and accompanied by quotes from CAB members. Members described non-existent or negative relationships with schooling before incarceration. This lack of conversation, culture, or infrastructure for education continued into incarceration, though they recognized that school might have provided better opportunities for students and their families upon release. The board suggested that introducing a trusted, formerly incarcerated peer could help combat negative experiences with school, transition students into learning, and help them build the momentum to be self-sustaining in HEP. The novel insights generated by this CAB reflect the value of integrating lived experience in decision-making regarding HEP programs.
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Copyright (c) 2025 Valerie Nguyen, Rosemary Russ, Frank Davis, Marianne Oleson, Rachel Ritacco, Dant'e Cottingham, Mark Español, Aaron Hicks, Delilah McKinney, Michael Koenigs
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