UC Davis

In the United States, recidivism rates remain a significant societal issue, with formerly incarcerated individuals returning to prison at alarmingly high rates. In California, the recidivism rate for formerly incarcerated people is approximately 41.9%. Education has been identified as a key factor in reducing recidivism, with research consistently demonstrating that higher education leads to lower rates of reoffending. In response to this, California has introduced community college education programs within state prisons, following the passing of Senate Bill 1391 in 2014. Despite the benefits of education in reducing recidivism, current research on currently incarcerated students’ experiences in higher education programs remains limited, particularly in the context of California's evolving prison education landscape.This study explored the motivations and challenges shared by incarcerated individuals participating in associate degree granting programs in California’s state prisons. The study’s aim was to understand what drives incarcerated students to pursue higher education and identify the obstacles they encounter that may hinder their participation or persistence. Having conducted interviews with currently incarcerated adult students, this research can provide valuable insights into their lived experiences, highlighting factors that influence their decisions to engage with higher education and the barriers they face in achieving academic success. The following questions grounded this study:(1) What motivates adult incarcerated students to participate in associate degree granting programs? (2) What challenges do adult incarcerated students encounter when participating in associate degree granting programs?This study combined Self-Determination Theory (SDT) by Ryan and Deci (2000) with Laura Perna’s Conceptual Model of College Choice (2006) to explore the motivations and challenges of incarcerated students in higher education programs. SDT presents a continuum of motivation ranging from extrinsic to intrinsic factors, emphasizing the importance of autonomy, relatedness, and competence in fostering intrinsic motivation. Supporting these psychological needs are crucial for enhancing motivation and engagement in learning. Findings from this study amplify that interactions with others, whether they be other students in an effort to build community; bonding opportunities with family members; or encouragement from teaching faculty—externally motivated individuals to pursue and/or persist in higher education while incarcerated. Additionally, hope of an early release was an incentive that initiated some students’ curiosities about prison education and the various benefits they could gain from partaking in college while incarcerated. While extrinsic motivations spurred students to consider pursuing college degrees in a carceral facility, the knowledge and awareness gained through coursework eventually grew students’ innate desire to pursue academics. From aspirations of a brighter future upon release given skills and information acquired, to a desire to change the narrative about the value and potential of incarcerated people for society at large, ambitions to persist turned inward.Perna's Model of College Choice examines how various factors, from individual characteristics to broader systemic influences, affect students’ decisions to pursue and persist in higher education. Incarcerated students' educational choices are shaped not only by personal motivations but also by the constraints and opportunities within the carceral system, including policies, available resources, and institutional support. By overlaying Perna’s model on the prison education context, this study found institutional restrictions prevented access to necessary resources like faculty, college preparation courses, consistent Wi-Fi, and conducive study spaces. Negative interactions with other incarcerated individuals and/or custody staff emphasized many students’ resilience and determination to persist in their academics despite the disruptions. These institutional considerations impacted incarcerated students' sense of autonomy, relatedness, and competence. The study explored how the interplay of these factors can influence incarcerated students’ decisions to participate in, and persist through, higher education programs.The findings of this study can contribute to the development, improvement, and growth of educational programs in California's prison system, providing insight for policymakers, educators, and correctional staff to better align resources and support structures with the needs and desires of incarcerated students at the forefront. By addressing these factors, this research aimed to inform strategies that can encourage incarcerated students’ participation and persistence in higher education programs, thereby reducing recidivism and supporting successful reintegration into society.