College-in-prison participation and declines in incarcerated students’ perceptions of relationships to correctional staff

Abstract

Prison education programs shape the interactions that incarcerated students have not only with faculty and fellow students, but also with prison staff. Research on college-in-prison, however, has focused on post-release outcomes such as recidivism, with less attention to how college-in-prison shapes everyday prison life. In this paper, we ask: How does college-in-prison participation influence incarcerated students’ perceptions of relationships with correctional staff? We draw on a longitudinal mixed-methods survey of 56 applicants to a college-in-prison program, half of whom were ultimately admitted. This design allows for comparisons between admitted and non-admitted applicants over time. Before admission, most participants described their relationships with staff as positive and expressed optimism that college-in-prison would humanize them in the eyes of staff, foster mutual understanding, and alleviate stress for staff. After a year, admitted students’ positive perceptions declined and negative perceptions increased. Many described staff resistance toward higher education. Others felt education posed a threat to the prison system's long-term viability. Overall, admitted students became less positive about staff relationships, while non-admitted students showed little change. The findings suggest the importance of fostering a shared investment in college-in-prison programs in order to ensure success.