October 3, 2025Behavioral SciencesOpen Access

College on the Margins: A Comprehensive Case Study of Three College-in-Prison Programs in the Southern United States

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Faculty training in the college-in-prison programs is found to be limited and inconsistent, impacting educational quality.
The educational experiences offered are both empowering and disempowering for students, revealing complexities in program delivery.
Ladson-Billings’s concept of education debt is used to contextualize the challenges faced by college-in-prison programs.
This study emphasizes the importance of quality and rigor in higher-education-in-prison offerings post-Pell Grant restoration.

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Qualitative case study analyzes higher-education-in-prison programs, highlighting training gaps and implications for educational debt.

Suzuki et al. (2025) studied this question.

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