Facilitating Pathways to Postsecondary Education for Justice Involved Individuals

Abstract

This phenomenological study examined ways in which a coordinated and proactive network of professionals could support justice involved individuals in their postsecondary educational pursuits. A critical qualitative methodology was applied to explore context and opportunities for services to be used across organizations, governmental agencies and two- and four-year colleges within the United States who are working with a growing justice involved population. Nine cross-sector professionals were interviewed, using a cross-sectional design to answer two research questions. Findings were consistent with research to show that a network of professionals could help justice involved individuals to better access and attain postsecondary education through intentional and transparent support services. The following thematic priorities emerged as ways this network could be impactful: 1.) creating a pathway of communication and connection, 2.) addressing sustainable basic needs 3.) coordinated community partnerships. 4.) holistic supports that facilitate access to real and tangible resources; and remembering that 5.) background and family dynamics matter. Participants voiced that while services are available for justice involved individuals, there is a lack of uniformity and transparency making access to these resources difficult. Findings also showed a lack of holistic services which considered the totality of the justice involved individuals’ experiences inclusive of their familial, systemic, traumatic experiences which governs their motivation, trust, confidence and prioritization.