Failed Hopes of Education: Revisiting the Relevancy of Education as a Method of Diminishing Recidivism

Failed Hopes of Education: Revisiting the Relevancy of Education as a Method of Diminishing Recidivism

David H. McElreath (University of Mississippi, Oxford, USA), Daniel Adrian Doss (University of West Alabama, Livingston, USA), Carl Jensen (The Citadel, Charleston, USA), Stephen Mallory (University of Mississippi, Oxford, USA), Michael Wigginton (University of Southern Mississippi, Hattiesburg, USA), Terry Lyons (University of Mississippi, Oxford, USA), Lorri C. Williamson (University of Mississippi, Oxford, USA) and Leisa S. McElreath (University of Mississippi, Oxford, USA)
DOI: 10.4018/IJAVET.2018010102

Abstract

This article describes how, generally, the majority of inmates will recidivate again within five years of being released from incarceration. Recidivism represents cyclical criminality that affects all American communities. Despite substantial expenditures toward the warehousing of inmates within the corrections system, less emphasis is directed toward leveraging vocational and career educational programs as resources through which recidivism rates may be reduced societally. However, in 2015, the Second Chance Pell Pilot Program was announced as an experimental program whereby prisoners may access Pell funding for educational purposes. Given the advent of this experimental program, this article reviews some historical literature and recommends future directions regarding education among corrections settings.
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Historical Perspectives

Higher education is generally considered as the form of education that one experiences after graduating high school or its equivalency. From an economic perspective, higher education represents the allocating of resources for producing “post-secondary educational services,” distributing them, and their effectives within a given populace (Begg, 2002, p. 121). For many people, higher education represents an initial opportunity for exploring and defining personal values, principles, relationships, politics, and religion (Bligh, Thomas, & McNay, 1999). Higher education is unrestricted by facets of locations or venues, and occurs among prison settings.

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