The Invisible Wall: A Study of Formerly Incarcerated Community College Students and Stigma

The purpose of this qualitative study was to examine how formerly incarcerated community college students experience stigma related to the self-disclosure of their incarceration history in the campus community. In this study, I sought to understand how formerly incarcerated students experience stigma in a college environment within the context of faculty, staff, and peers. Themes that emerged from the findings were: (a) enduring disclosures, (b) multiple identities of marginalization, and (c) membership in organizations and programs. Overall, students persevered in their educational journey through participation in student organizations or programs and by receiving validating experiences that led to empowerment and advocacy for themselves and other marginalized students. Although validating experiences led to student empowerment and advocacy, stigma was not fully negated as the disclosure process is enduring—an enduring, never-ceasing event. Changing environments and relationships may require an individual to repeatedly disclose their history, with each disclosure creating opportunity for stigmatization. Findings of this study furthered the research of formerly incarcerated community college students and their experiences related to stigma. Findings were significant as Copenhaver et al. (2007) posited fear of stigma often deterred formerly incarcerated individuals from pursuing educational opportunities yet the experiences of attaining higher educational goals can negate the associated stigma. The following recommendations were made: (a) structural and system inclusion of incarcerated and formerly incarcerated individuals through professional development for college personnel, with the intent of negating the preexisting bias creates and perpetuates stigma as a whole; (b) development of a transitions course aimed at supporting incarcerated individuals’ transition into higher education, to be offered in the prison and jail systems prior to an individual’s release from incarceration; and (c) systemwide implementation of formerly incarcerated student programs in the California community colleges, with guidance and support to formerly incarcerated students in developing student organizations.