Doctor of Philosophy in Urban Education, Cleveland State University, 2016, College of Education and Human Services

The research addressed factors affecting degree completion for adult male students. This qualitative case study explored factors that contributed to the persistence of undergraduate adult male students and their perception of their role within the campus community. The research considered: 1) how adult male undergraduate students described their ability to persist until degree completion; 2) what factors contributed to persistence; 3) what types of social interactions enabled participants to persist; and 4) how adult male undergraduate students described their relationship to the campus community. Data were collected through interviews with nine nontraditional male graduates who earned a baccalaureate degree within the last five years. The findings of this study showed that adult male students persisted by demonstrating grit. The campus community was about what they could contribute and the support they needed to graduate. The significance of this study demonstrated the need to consider the role of institutional resources in supporting mutual engagement and degree completion for adult male students.

Committee: Catherine Monaghan Ph.D. (Committee Chair); Marius Boboc Ph.D. (Committee Member); Brian Harper Ph.D. (Committee Member); Johnathan Messemer Ph.D. (Committee Member); Peter Meiksins Ph.D. (Committee Member) Subjects: Education; Higher Education

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

The United States of America currently holds the largest prison population in the world, making the expansion of successful reentry programs crucial for individuals returning to society after incarceration. Correctional education programs, including higher education, have been widely recognized for their role in offender rehabilitation, reducing recidivism rates, and improving post-release employability. While these programs have focused on enhancing the employment prospects and recidivism rates of returning citizens, there has been relatively little scholarship exploring the potential transformative impact of higher education on incarcerated students academically, socially, and personally. This research investigated the transformative effects of higher education on incarcerated students by examining their perceptions of how college has changed them. Employing a phenomenological qualitative design, the study amplified the voices of incarcerated students. As an educator in higher education within the prison system, the researcher observed that the sequestered and oppressive nature of the prison environment presents unique opportunities for learning and transformation among incarcerated students. The research provided firsthand accounts of incarcerated students' experiences in higher education. The study revealed that despite numerous challenges and barriers, incarcerated college students demonstrate resilience, perseverance, and the ability to overcome obstacles with the support of teachers, the college, and their peers. The findings shed light on the multi-dimensional nature of their journey towards higher education, capturing both positive and negative aspects of their experiences. These insights, derived from the lived experiences of participants, have the potential to significantly shape the future of prison education programs and influence policy decisions. They underscore the role of education in personal transformation and societal reintegration, contributing (open full item for complete abstract)

Committee: Shantelle Jenkins (Committee Chair); Chenelle Jones (Committee Member); Jennifer Harris (Committee Member) Subjects: Adult Education; Community College Education; Education