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Growing federal attention to addressing collateral damages of the era of mass conviction and mass incarceration has led to millions in funding allocated to support successful reentry for offenders in contact with the justice system. In line with this initiative, federal agencies have recently turned to criminal desistance research to build on earlier recidivism studies and to inform successful reentry programs. In an effort to contribute to opportunities for future research within the desistance paradigm, this study was designed to explore the identity change process of the offender from deviant to prosocial, a continuously emerging concept within the desistance literature that has received little specific attention to date. The identity theory of desistance was used as the theoretical framework for this study in an effort to advance existing theory while exploring the phenomena of interest. The key research questions guiding inquiry related to understanding the lived experience of identity change as a component of the criminal desistance process, identifying determinants that influence this identity change, and identifying behaviors that support the changing identity. Data were secured using a combination of semi-structured interviews with 6 ex-offenders reportedly 10 or more years beyond desistance, observation around interviewing, and document reviews. Data were analyzed using a qualitative descriptive phenomenology approach. Results showed the essence of the experience of identity change through the criminal desistance process involves refining the internal and external world to fit the non-offending working identity. Results of this study advance existing knowledge and theory toward practical, transformative support for offenders on the road to positive reform.

This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., “Rising Scholars”) to provide qualitative context to a growing literature following the state’s promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the support staff. The narratives of the participants are offered as a counter-narrative to the quantitative neoliberal practice of justifying reentry programs based solely on reductions in recidivism rates. Recommendations include increasing trauma-informed pedagogy in TK-12 and Postsecondary education, recruiting and educating more allies for Rising Scholars on campus, ensuring that campus reentry support programs fully meet the needs of female Rising Scholars, and uplifting successes and scholarship by Rising Scholars to build lasting structural support for the Rising Scholars Network.