This dissertation explores the transformative role of Science, Technology, Engineering, and Math (STEM) education for formerly incarcerated individuals through oral history narratives, specifically focusing on narrators within California’s statewide initiatives at California State Universities’ Project Rebound, the University of California’s Underground Scholars, and California Community Colleges’ Rising Scholars programs. The United States' disproportionate incarceration rate, coupled with stark racial and gender disparities, underscores the need for educational pathways that facilitate successful reintegration into society. This research aims to document and analyze the experiences of individuals who navigate the complex landscape of higher education in STEM fields post-incarceration. By highlighting the narratives of formerly incarcerated individuals, the study seeks to challenge deficit perspectives, which are views that attribute the lack of educational success to individual shortcomings rather than systemic factors and contribute to a deeper understanding of education's role in fostering resilience, empowerment, and systemic change.
","abstract_html":"<p>This dissertation explores the transformative role of Science, Technology, Engineering, and Math (STEM) education for formerly incarcerated individuals through oral history narratives, specifically focusing on narrators within California’s statewide initiatives at California State Universities’ Project Rebound, the University of California’s Underground Scholars, and California Community Colleges’ Rising Scholars programs. The United States' disproportionate incarceration rate, coupled with stark racial and gender disparities, underscores the need for educational pathways that facilitate successful reintegration into society. This research aims to document and analyze the experiences of individuals who navigate the complex landscape of higher education in STEM fields post-incarceration. By highlighting the narratives of formerly incarcerated individuals, the study seeks to challenge deficit perspectives, which are views that attribute the lack of educational success to individual shortcomings rather than systemic factors and contribute to a deeper understanding of education's role in fostering resilience, empowerment, and systemic change.</p>","abstract_has_math":false,"creators":["Slee, Elisa Joan"],"institution":null,"degree_name":"Education, PhD","degree_level":"Restricted to Claremont Colleges Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["JoAnna Poblete","Rachel Camacho"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["belonging","formerly incarcerated","higher education","persistence","STEM","system-impacted","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/969","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["JoAnna Poblete","Rachel Camacho"]},{"key":"dc:creator","label":"Author","values":["Slee, Elisa Joan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2027-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["belonging","formerly incarcerated","higher education","persistence","STEM","system-impacted","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/969"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the transformative role of Science, Technology, Engineering, and Math (STEM) education for formerly incarcerated individuals through oral history narratives, specifically focusing on narrators within California’s statewide initiatives at California State Universities’ Project Rebound, the University of California’s Underground Scholars, and California Community Colleges’ Rising Scholars programs. The United States' disproportionate incarceration rate, coupled with stark racial and gender disparities, underscores the need for educational pathways that facilitate successful reintegration into society. This research aims to document and analyze the experiences of individuals who navigate the complex landscape of higher education in STEM fields post-incarceration. By highlighting the narratives of formerly incarcerated individuals, the study seeks to challenge deficit perspectives, which are views that attribute the lack of educational success to individual shortcomings rather than systemic factors and contribute to a deeper understanding of education's role in fostering resilience, empowerment, and systemic change.
"]},{"key":"dc:title","label":"Title","values":["The Transformative Power of STEM: Oral History Narratives of Formerly Incarcerated Individuals Pursuing STEM Degrees"]}]}],"canonical_facts":{"dc:contributor":["JoAnna Poblete","Rachel Camacho"],"dc:creator":["Slee, Elisa Joan"],"dc:date.available":["2027-05-16T07:00:00Z"],"dc:description.abstract":["This dissertation explores the transformative role of Science, Technology, Engineering, and Math (STEM) education for formerly incarcerated individuals through oral history narratives, specifically focusing on narrators within California’s statewide initiatives at California State Universities’ Project Rebound, the University of California’s Underground Scholars, and California Community Colleges’ Rising Scholars programs. The United States' disproportionate incarceration rate, coupled with stark racial and gender disparities, underscores the need for educational pathways that facilitate successful reintegration into society. This research aims to document and analyze the experiences of individuals who navigate the complex landscape of higher education in STEM fields post-incarceration. By highlighting the narratives of formerly incarcerated individuals, the study seeks to challenge deficit perspectives, which are views that attribute the lack of educational success to individual shortcomings rather than systemic factors and contribute to a deeper understanding of education's role in fostering resilience, empowerment, and systemic change.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/969"],"dc:subject":["belonging","formerly incarcerated","higher education","persistence","STEM","system-impacted","Education"],"dc:title":["The Transformative Power of STEM: Oral History Narratives of Formerly Incarcerated Individuals Pursuing STEM Degrees"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Restricted to Claremont Colleges Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}