Participants reported improved communication skills and faculty modeling of positive interpersonal interaction¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students reported improved communication skills gained through participation in higher education in prison. → Jillian Baranger 2018 q2 i? Students viewed faculty as models for handling conflict graciously and for treating them as serious adult learners. → Jillian Baranger 2018 (2)

Evidence¶

Jillian Baranger 2018¶

Jillian Baranger, Danielle Rousseau, Mary Ellen Mastrorilli, James Matesanz. (2018). Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison. The Prison Journal. https://doi.org/10.1177/0032885518776380

q2 · i? · qualitative · r2

Student interview in the pilot qualitative study on communication and study skills. Elizabeth described improvement from being "the worst communicator ever" to knowing she "have improved".

"“I was the worst communicator ever. I swear I’m still not that great. I know I have improved…you couldn’t even understand me before I mumbled so bad. Now I’m trying to learn.”"

Jillian Baranger 2018 (2)¶

Jillian Baranger, Danielle Rousseau, Mary Ellen Mastrorilli, James Matesanz. (2018). Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison. The Prison Journal. https://doi.org/10.1177/0032885518776380

q2 · i? · qualitative · r2

Student interview describing a communication-course professor whose conflict handling Elizabeth learned from, contrasting it with her own first response to get angry.

"“A couple times people were bumping heads in the class for whatever reason. I really learned a lot from the way that she handled that. She handled things so graciously and with so much kindness…My first response would be to get angry and be like ‘Ah!’ She never did that."

Discussion¶

Related Claims¶

• Former students reported positive changes in self-perception and self-confidence after participating in prison higher education — related
• All surveyed former students strongly agreed that prison college participation positively affected their lives, behavior in prison, and post-release lives — related
• Prison college participation was reported to increase institutional cohesion, including among non-participating incarcerated women — related
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related
• Formerly incarcerated women students reported improved disciplinary behavior while participating in a prison college program — related
• A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction — related
• Participants reported that diverse perspectives raised new questions and affirmed educator contributions — related
• Prison higher education alone was reported as insufficient for post-release employment, with criminal-record and reentry barriers persisting — related