: A Qualitative Study on the Prevalence of Disciplinary Power in Prison Higher Education (Journal Article) Royer, Elizabeth Caisa creator Castro, L. Erin | Padilla, Aguilar Estefanie text Cambridge :Harvard University 2023 monographic eng

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p.241-266 In this descriptive research study, Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla explore the experiences of prison stakeholders in higher education with prison disciplinary power. Based on interviews with nineteen prison education stakeholders, including program directors, instructors, family members of incarcerated students, and program alumni, the authors’ findings indicate that officer-initiated discipline interferes with the aims of college-in-prison programs and incarcerated students’ ability to be successful. The analysis provides rich insight into the ordinary ways prison officers discourage, disrupt, intimidate, and deliberately obstruct student engagement with prison higher education and those programs’ ability to provide coursework. ***______{For Hard Copy, Please visit Library.}________*** ***______{For Hard Copy, Please visit Library.}________*** Higher Education| Educationally Disadvantaged| Inclusion| Prison| Harassment| Discipline 0017-8055 https://doi.org/10.17763/1943-5045-93.2.241 https://doi.org/10.17763/1943-5045-93.2.241 231005 20231020132326.0