Access to education is a constant theme in discussions germane to correctional reform, particularly to reduce rule breaking while incarcerated and re-offending after release from prison. Focusing on the latter, we examine the extent to which education is accessible for individuals who have felonious non-violent records in the United States (US). We generated a stratified random sample of 85 institutions of higher education (IHE) in the northeastern US and analyzed emails from admission departments in response to inquiries about how a felony record would affect admissions decisions. Results from multivariate models indicate that the institution type (public vs. private) significantly predicts how an IHE would use an individual’s criminal history in admissions decisions. Public IHEs are less likely to consider criminal history when reviewing an individual’s application and IHEs with higher proportions of minority students are associated with reduced consideration of an applicant’s criminal history in admissions decisions.
Relationships between incarcerated parents and their children are difficult to maintain, but they are important to the relief of incarceration-induced trauma.
The trend in policing is toward openness, transparency, and inclusiveness. In addition to policies and practices, these principles should apply to police buildings.
[P]erhaps the mismatch between Blacks and academia may be explained by the cultural incongruence of Black values with the expectations of academia. The discomfort arising from a sense of disjuncture is likely to impact scholarly performance, manufacturing “mismatch” that would not otherwise exist.