Ellen Condliffe Lagemann - Liberating Minds: The Case for College in Prison
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An authoritative and thought-provoking argument for offering free college in prisonsfrom the former dean of the Harvard Graduate School of Education.
Anthony Cardenales was a stickup artist in the Bronx before spending seventeen years in prison. Today he is a senior manager at a recycling plant in Westchester, New York. He attributes his ability to turn his life around to the college degree he earned in prison. Many college-in-prison graduates achieve similar success and the positive ripple effects for their families and communities, and for the country as a whole, are dramatic. College-in-prison programs have been shown to greatly reduce recidivism. They increase post-prison employment, allowing the formerly incarcerated to better support their families and to reintegrate successfully into their communities. College programs also decrease violence within prisons, improving conditions for both correction officers and the incarcerated.
Liberating Minds eloquently makes the case for these benefits and also illustrates them through the stories of formerly incarcerated college students. As the country confronts its legacy of over-incarceration, college-in-prison provides a corrective on the path back to a more democratic and humane society.
Lagemann includes intensive research, but her most powerful supporting evidence comes from the anecdotes of former prisoners who have become published poets, social workers, and nonprofit leaders.Publishers Weekly
Anthony Cardenales was a stickup artist in the Bronx before spending seventeen years in prison. Today he is a senior manager at a recycling plant in Westchester, New York. He attributes his ability to turn his life around to the college degree he earned in prison. Many college-in-prison graduates achieve similar success and the positive ripple effects for their families and communities, and for the country as a whole, are dramatic. College-in-prison programs have been shown to greatly reduce recidivism. They increase post-prison employment, allowing the formerly incarcerated to better support their families and to reintegrate successfully into their communities. College programs also decrease violence within prisons, improving conditions for both correction officers and the incarcerated.
Liberating Minds eloquently makes the case for these benefits and also illustrates them through the stories of formerly incarcerated college students. As the country confronts its legacy of over-incarceration, college-in-prison provides a corrective on the path back to a more democratic and humane society.
Lagemann includes intensive research, but her most powerful supporting evidence comes from the anecdotes of former prisoners who have become published poets, social workers, and nonprofit leaders.Publishers Weekly
Ellen Condliffe Lagemann: author's other books
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Ellen Condliffe Lagemann
Deborah Appleman
Daniel Karpowitz
Roger C Byrd
Jacques Lesage de La Haye
Holly Lorincz.
Rev. Sandra Kumari de Sachy
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Also by Ellen Condliffe Lagemann
A Generation of Women: Education in the Lives of Progressive Reformers
Nursing History: New Perspectives, New Possibilities
Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of Teaching
Jane Addams on Education
The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy
Brown v. Board of Education: The Challenge for Todays Schools (with LaMar Miller)
Philanthropic Foundations: New Scholarship, New Possibilities
Issues in Education Research: Problems and Possibilities (with Lee S. Shulman)
An Elusive Science: The Troubling History of Education Research
What Is College For? The Public Purpose of Higher Education (with Harry Lewis)
2016 by Ellen Condliffe Lagemann
All rights reserved.
No part of this book may be reproduced, in any form, without written permission from the publisher.
Requests for permission to reproduce selections from this book should be mailed to: Permissions Department, The New Press, 120 Wall Street, 31st floor, New York, NY 10005.
Published in the United States by The New Press, New York, 2016
Distributed by Perseus Distribution
ISBN 978-1-62097-123-9 (e-book)
CIP data is available
The New Press publishes books that promote and enrich public discussion and understanding of the issues vital to our democracy and to a more equitable world. These books are made possible by the enthusiasm of our readers; the support of a committed group of donors, large and small; the collaboration of our many partners in the independent media and the not-for-profit sector; booksellers, who often hand-sell New Press books; librarians; and above all by our authors.
www.thenewpress.com
Composition by dix!
This book was set in Fairfield LH Light
Printed in the United States of America
2 4 6 8 10 9 7 5 3 1
For
the students
of
the Bard Prison Initiative
Of all the civil rights for which the world has struggled and fought for five thousand year, the right to learn is undoubtedly the most fundamental.
W.E.B. Du Bois, The Freedom to Learn (1949)
Contents
Introduction
1. Learning to Learn: An Outcome of College in Prison
2. Of Value to All: The Economics of College in Prison
3. Instilling Purpose, Curbing Violence: The Impact of College on Life in Prison
4. Families and Neighborhoods: The Spillover Effects of College in Prison
5. Democracy and Education: The Civic Imperative for College in Prison
6. The Challenge of College in Prison: Insights from History
7. What Works? Insights from the Bard Prison Initiative
8. Variety and Difference: College in Prison Across the United States
Conclusion: College for All
Acknowledgments
Notes
Index
On a hot June day in 2008, I sat with about one hundred other visitors in the yard of the Woodbourne Correctional Facility in upstate New York. We had come for the graduation of the first cohort of students from the Bard Prison Initiative to receive bachelors degrees. It was an exciting moment because up to this point students in Bards prison program had earned only associates degrees. As several student speakers walked to the podium, their classmates cheered, clapped, and yelled encouragement. Each spoke powerfully about the sense of personal efficacy and the intellectual confidence his Bard education had given him. All I knew before was the street, the first speaker remarked. I was tied to its rules and expectations. Now I have read Plato and Shakespeare, studied history and anthropology, passed calculus, and learned to speak Chinese. I know the world will be what I make of it. I can make my family proud. They all spoke of their determination to contribute to society. With this education, another speaker announced, I not only understand my debt to society, but I am also now in a position to repay it.
While I listened to these well-spoken men and watched them walk up to the president to shake his hand and receive their diplomas, I thought back to the last commencement ceremony I had attended, some years earlier. I was dean of the Harvard Graduate School of Education then, and the ceremony took place in Harvard Yard. As the name of each graduate or professional school was called, its dean would stand up and tip his or her hat to the president and then extol the superb leadership qualifications of his or her students. The students roared their approval and waved something symbolic of their particular school. The ed school students waved childrens books; the business school students waved dollar bills.
The two ceremonies were much alike, even though one took place within the wire-topped walls of a prison yard and the other in the shade of Harvard Yards stately elm trees. The academics in robes, the pomp and circumstance, and the smiling faces of family members were all just the same. But the routes the students had taken to graduation were worlds apart.
The graduates of the Bard Prison Initiative had all been convicted of felonies and were nearing the ends of relatively long sentences. Few had finished high school before being sent to prison, yet all of them had met the full curricular requirements of a regular Bard College bachelors degree. In their lack of prior schooling, these men were entirely typical of the prison population. The men and women incarcerated in the United States are among the least educated among us. Most have not gone beyond tenth grade. But the Bard graduates are not typical in their post-prison lives. While the national rate of return to prison is over 50 percent, the recidivism rate for graduates of the Bard Prison Initiative is 2 percent, and for those who have taken some classes but did not complete a degree the rate is 5 percent. Most alums of the program move on to good jobs, many in social service agencies and in public health organizations, although graduates have also found jobs in publishing, real estate, and legal services. Many have pursued graduate degrees, including in New York Universitys masters program in urban planning, Columbia Universitys masters programs in public health and social work, and Yale Universitys masters program in divinity.
Recidivism rates for prisoners who have graduated from other college-in-prison programs are comparably impressive. Hudson Link, which offers associates and bachelors degrees through several different colleges at five correctional facilities in New York State, reports a return rate of 2 percent.
Moving from Harvard to Bard, where I have been deeply involved in the prison program, has demonstrated to me how vitally important it is to offer opportunities to go to college to those who are incarcerated. Today, prisons are schools for crime. They must become schools for citizenship. The Bard program and others around the country offer powerful evidence that most people in prison who earn college degrees are both prepared and highly motivated to return to society and use their talents in positive ways.
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