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ERIC Number: ED567673
Record Type: Non-Journal
Publication Date: 2016
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-9914-7
From Incarceration to Community College to Work: Racial Microaggressions and Reintegration in the Prison-to-School Pipeline
Giraldo, Luis Gustavo
ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University
As student diversity in higher education continues to encompass myriad groups that include numerous intersecting combinations of backgrounds, higher education actors must be aware of the changing dynamics of the 21st century student. These changes include growing numbers of previously incarcerated and formerly gang-involved students seeking higher education as a way of reintegration. Faculty, staff, and students must learn about the so-called "normative" institutional practices that pose barriers for these college students, as well as discuss the harmful and demeaning effects that racial microaggressions can have. This critical race theory, funds of knowledge, and community cultural wealth study describes the experiences of incarcerated and formerly gang-involved students within higher education institutions, particularly focusing on community colleges. The findings present an alternative foundation for future empirical research and professional practices that serve these students. Primarily, critical race theory offers a counternarrative to seek inclusion of this otherwise marginalized student population. By acknowledging the embedded structural racist institutional practices along with individual enactments of racial microaggressions upon previously incarcerated and formerly gang-involved students within higher education, faculty, staff, and other students may better deal with the inclusion of other marginalized groups on campus, as well. Significantly, future empirical research on this student population requires direct attention to barriers that many higher education actors, policies, and practices cannot see, as they are particular to this group of students. For students seeking opportunities for educational advancement, the reality of a racialized social structure remains, often hindering their access and success within higher education systems (Harper, Patton, & Wooden, 2009). Addressing educational barriers faced by previously incarcerated, formerly gang-involved students requires a commitment to social justice and social equity. Researchers often occupy a unique position and ability to advocate for students by highlighting the lack of support, inclusion, and access to resources that address the needs of all students, including those in this group. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A