<p> After the largest one-time release of federal prisoners in October 2015, community colleges were charged with retooling and preparing individuals for careers. Community colleges were designed to provide individuals an entryway into higher education. Formerly incarcerated Black males seek community colleges to assist in transitioning into their communities, society, and family life. Community colleges are a good place to provide these transitional and academic resources. </p><p> This qualitative study explored the shared experiences of 16 formerly incarcerated Black male students attending 3 California community colleges. The study provided a better understanding of their background, experience while in college, and their desire to complete college. Utilizing the Strayhorn and Johnson’s Community College Satisfaction Model as the conceptual framework, this dissertation study examined their (a) background traits <i> At Entry</i> of college, (b) Student engagement <i>Within</i> the college, and (c) overall satisfaction with the <i>Outcomes</i> of college. </p><p> The study used a phenomenological approach through qualitative interviews to capture the resources needed for formerly incarcerated Black male students who attended college in urban South Los Angeles, California. The interview questions were aligned with the research question, sub-questions and conceptual framework. Findings revealed 7 themes: Social Environment, Prison Industrial Complex, Perceptions of Education, Campus life, Aspirations, Activating Student Support, and Mentoring. Drawing from Yosso’s Community Cultural Wealth, the study revealed participants had aspirations and used their social capital. </p><p> Findings indicate that they experienced some type of trauma and that faculty and student support services staff were key support in their community college experience. Further their experiences in prison affected their community college experience in these ways: hindered their social adaptation and maturation, prevented them from obtaining life skills, and blocked their educational attainment and continued stereotypes and stigmas. Programs like Umoja, Extended Opportunity Programs and Services (EOPS), Disabled Student Programs and Services (DSPS) and Formerly Incarcerated Student clubs were instrumental to student persistence. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10825402 |
| Date | 15 August 2018 |
| Creators | Manyweather, Laura H. |
| Publisher | California State University, Long Beach |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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