{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79421"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79421","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Exploring Intersecting Identities of Formerly Incarcerated, Liberally Educated Men","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Shields, Ruth"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Colyar, Julia","Educational Leadership and Policy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-04T20:32:45Z","date_published":"2019-04-04T20:32:45Z","updated_at":"2026-07-27T19:05:16Z","subjects":["higher education administration","criminology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79421","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Colyar, Julia","Educational Leadership and Policy"]},{"key":"dc:creator","label":"Author","values":["Shields, Ruth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-04-04T20:32:45Z","2019","2019-01-17 15:37:27"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["higher education administration","criminology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79421"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This qualitative study explored three learning outcomes -- critical and creative thinking, ethical reasoning and action, and civic knowledge and engagement – to assess the impact of a liberal education on formerly incarcerated men. Three questions guided this study:1) How do former inmates describe their postsecondary liberal educational experiences with particular reference to ethical reasoning and action, critical and creative thinking and civic knowledge and engagement?2) How do former inmates experience the impact of their educational experiences on their post-incarceration lives?3) How can Jones and McEwen’s Model of Multiple Dimensions of Identity help understand how an individual’s dimensions of identity intersect with descriptions of ethical reasoning and action, critical and creative thinking and civic knowledge and engagement? Twelve formerly incarcerated men who participated in liberal education during and/or after incarceration in in-depth interviews; to protect this vulnerable population, participants were identified via gatekeepers and referrals. Five themes emerged: Transition, Adjustment, and Moment of Epiphany; Empathy; Self-Awareness; Love of Learning; and Identity. This study suggests that liberal education impacts the individuals’ understanding of their own incarceration, changed the way that individuals acted and engaged with their communities, and complicated the individuals’ understanding of their own identities. This study looked at the impact of a liberal education on the individual; not only how they thought about and understood the knowledge and skills acquired, but more importantly how they acted and engaged as a result of these experiences and how these experiences impacted their understanding of their complex identities."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring Intersecting Identities of Formerly Incarcerated, Liberally Educated Men"]}]}],"canonical_facts":{"dc:contributor":["Colyar, Julia","Educational Leadership and Policy"],"dc:creator":["Shields, Ruth"],"dc:date":["2019-04-04T20:32:45Z","2019","2019-01-17 15:37:27"],"dc:description":["Ph.D.","This qualitative study explored three learning outcomes -- critical and creative thinking, ethical reasoning and action, and civic knowledge and engagement – to assess the impact of a liberal education on formerly incarcerated men. Three questions guided this study:1) How do former inmates describe their postsecondary liberal educational experiences with particular reference to ethical reasoning and action, critical and creative thinking and civic knowledge and engagement?2) How do former inmates experience the impact of their educational experiences on their post-incarceration lives?3) How can Jones and McEwen’s Model of Multiple Dimensions of Identity help understand how an individual’s dimensions of identity intersect with descriptions of ethical reasoning and action, critical and creative thinking and civic knowledge and engagement? Twelve formerly incarcerated men who participated in liberal education during and/or after incarceration in in-depth interviews; to protect this vulnerable population, participants were identified via gatekeepers and referrals. Five themes emerged: Transition, Adjustment, and Moment of Epiphany; Empathy; Self-Awareness; Love of Learning; and Identity. This study suggests that liberal education impacts the individuals’ understanding of their own incarceration, changed the way that individuals acted and engaged with their communities, and complicated the individuals’ understanding of their own identities. This study looked at the impact of a liberal education on the individual; not only how they thought about and understood the knowledge and skills acquired, but more importantly how they acted and engaged as a result of these experiences and how these experiences impacted their understanding of their complex identities."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79421"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["higher education administration","criminology"],"dc:title":["Exploring Intersecting Identities of Formerly Incarcerated, Liberally Educated Men"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:16Z"}