Abstract

The United States prison industry is the largest in the world. With the reintroduction of Second Chance Pell in 2015, more people are starting their education while incarcerated, and some attempt to fi nish after release. However, they are faced with numerous barriers that may prevent graduation. Drawing on Astin’s theory of student involvement, this mixed-methods study examines the challenges that formerly incarcerated people face while pursuing college degrees. Rather than focusing on access, this research focuses on the supports that institutions of higher education can establish to help formerly incarcerated students persist and successfully complete their undergraduate degrees. The fi ndings highlight several supports that formerly incarcerated students fi nd helpful, including counseling, academic advising, and fi nancial aid. There are diff erences between what men and women fi nd most helpful. The fi ndings could be used to create and adapt policies to produce a more welcoming and supportive campus environment.