This qualitative study examines the experiences of formerly incarcerated individuals in Prison Education Programs (PEPs) and the wraparound services necessary to support their success. Through Schlossberg’s Transition Theory, this study explores how incarcerated students navigate educational transitions and how educators facilitate transformative learning. Using case study and narrative inquiry, interviews were conducted with fifteen formerly incarcerated PEP participants and seven educators.
Thematic analysis revealed six major themes: Access to Education in Carceral Settings, the Impact of Education on Incarcerated Individuals, Wraparound Services and Student Support, Experiences of Formerly Incarcerated Students, the Role of Educators and Program Facilitators, and Best Practices and Program Effectiveness. Findings showed that access to prison education depends on institutional policies, leadership, and eligibility criteria. Participation in PEPs promoted identity transformation, skill development, and resilience. Both formal and informal support networks shaped persistence and completion, though institutional resource gaps were noted.
Implications highlight the need for trauma-informed, student-centered program design, specialized training for PEP educators, and comprehensive wraparound support. Policy recommendations include expanding equitable PEP access, restoring Pell grant funding, and strengthening collaborations between higher education and correctional systems. Future research should examine other marginalized groups, assess long-term reentry outcomes, and investigate institutional support for PEP sustainability.
Ultimately, this study underscores that education in a carceral setting is both rehabilitative and transformative. PEPs restore dignity, foster hope, and create pathways forward for incarcerated individuals, reaffirming education as a vital lifeline within correctional contexts.
","abstract_html":"<p>This qualitative study examines the experiences of formerly incarcerated individuals in Prison Education Programs (PEPs) and the wraparound services necessary to support their success. Through Schlossberg’s Transition Theory, this study explores how incarcerated students navigate educational transitions and how educators facilitate transformative learning. Using case study and narrative inquiry, interviews were conducted with fifteen formerly incarcerated PEP participants and seven educators.</p> <p>Thematic analysis revealed six major themes: Access to Education in Carceral Settings, the Impact of Education on Incarcerated Individuals, Wraparound Services and Student Support, Experiences of Formerly Incarcerated Students, the Role of Educators and Program Facilitators, and Best Practices and Program Effectiveness. Findings showed that access to prison education depends on institutional policies, leadership, and eligibility criteria. Participation in PEPs promoted identity transformation, skill development, and resilience. Both formal and informal support networks shaped persistence and completion, though institutional resource gaps were noted.</p> <p>Implications highlight the need for trauma-informed, student-centered program design, specialized training for PEP educators, and comprehensive wraparound support. Policy recommendations include expanding equitable PEP access, restoring Pell grant funding, and strengthening collaborations between higher education and correctional systems. Future research should examine other marginalized groups, assess long-term reentry outcomes, and investigate institutional support for PEP sustainability.</p> <p>Ultimately, this study underscores that education in a carceral setting is both rehabilitative and transformative. PEPs restore dignity, foster hope, and create pathways forward for incarcerated individuals, reaffirming education as a vital lifeline within correctional contexts.</p>","abstract_has_math":false,"creators":["Castro, Isabel"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Ignacio Lopez","Dr. Blanca Gamez-Djokic","Dr. Melanie Flores"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Prison Education Programs (PEPs)","Incarceration","Reentry","Transition Theory","Wraparound Services","Transformative Learning","Higher Education","Student Support","Rehabilitation","Resilience","Education","Prison Education and Reentry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/936","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ignacio Lopez","Dr. Blanca Gamez-Djokic","Dr. Melanie Flores"]},{"key":"dc:creator","label":"Author","values":["Castro, Isabel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Prison Education Programs (PEPs)","Incarceration","Reentry","Transition Theory","Wraparound Services","Transformative Learning","Higher Education","Student Support","Rehabilitation","Resilience","Education","Prison Education and Reentry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/936"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examines the experiences of formerly incarcerated individuals in Prison Education Programs (PEPs) and the wraparound services necessary to support their success. Through Schlossberg’s Transition Theory, this study explores how incarcerated students navigate educational transitions and how educators facilitate transformative learning. Using case study and narrative inquiry, interviews were conducted with fifteen formerly incarcerated PEP participants and seven educators.
Thematic analysis revealed six major themes: Access to Education in Carceral Settings, the Impact of Education on Incarcerated Individuals, Wraparound Services and Student Support, Experiences of Formerly Incarcerated Students, the Role of Educators and Program Facilitators, and Best Practices and Program Effectiveness. Findings showed that access to prison education depends on institutional policies, leadership, and eligibility criteria. Participation in PEPs promoted identity transformation, skill development, and resilience. Both formal and informal support networks shaped persistence and completion, though institutional resource gaps were noted.
Implications highlight the need for trauma-informed, student-centered program design, specialized training for PEP educators, and comprehensive wraparound support. Policy recommendations include expanding equitable PEP access, restoring Pell grant funding, and strengthening collaborations between higher education and correctional systems. Future research should examine other marginalized groups, assess long-term reentry outcomes, and investigate institutional support for PEP sustainability.
Ultimately, this study underscores that education in a carceral setting is both rehabilitative and transformative. PEPs restore dignity, foster hope, and create pathways forward for incarcerated individuals, reaffirming education as a vital lifeline within correctional contexts.
"]},{"key":"dc:title","label":"Title","values":["Through the Wire: Examining the Experiences of Formerly Incarcerated Students in Prison Education Programs and the Wraparound Services Needed to Support Their Success"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ignacio Lopez","Dr. Blanca Gamez-Djokic","Dr. Melanie Flores"],"dc:creator":["Castro, Isabel"],"dc:date.available":["2025-10-10T07:00:00Z"],"dc:description.abstract":["This qualitative study examines the experiences of formerly incarcerated individuals in Prison Education Programs (PEPs) and the wraparound services necessary to support their success. Through Schlossberg’s Transition Theory, this study explores how incarcerated students navigate educational transitions and how educators facilitate transformative learning. Using case study and narrative inquiry, interviews were conducted with fifteen formerly incarcerated PEP participants and seven educators.
Thematic analysis revealed six major themes: Access to Education in Carceral Settings, the Impact of Education on Incarcerated Individuals, Wraparound Services and Student Support, Experiences of Formerly Incarcerated Students, the Role of Educators and Program Facilitators, and Best Practices and Program Effectiveness. Findings showed that access to prison education depends on institutional policies, leadership, and eligibility criteria. Participation in PEPs promoted identity transformation, skill development, and resilience. Both formal and informal support networks shaped persistence and completion, though institutional resource gaps were noted.
Implications highlight the need for trauma-informed, student-centered program design, specialized training for PEP educators, and comprehensive wraparound support. Policy recommendations include expanding equitable PEP access, restoring Pell grant funding, and strengthening collaborations between higher education and correctional systems. Future research should examine other marginalized groups, assess long-term reentry outcomes, and investigate institutional support for PEP sustainability.
Ultimately, this study underscores that education in a carceral setting is both rehabilitative and transformative. PEPs restore dignity, foster hope, and create pathways forward for incarcerated individuals, reaffirming education as a vital lifeline within correctional contexts.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/936"],"dc:subject":["Prison Education Programs (PEPs)","Incarceration","Reentry","Transition Theory","Wraparound Services","Transformative Learning","Higher Education","Student Support","Rehabilitation","Resilience","Education","Prison Education and Reentry"],"dc:title":["Through the Wire: Examining the Experiences of Formerly Incarcerated Students in Prison Education Programs and the Wraparound Services Needed to Support Their Success"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}