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The Classroom and the Yard: The Contrasting Context of Prison Higher Education and Its Role in Racial Bias Mitigation

Published online by Cambridge University Press:  01 July 2025

Meredith Sadin Open the ORCID record for Meredith Sadin [Opens in a new window] ,
Amy E. Lerman  and
Ben J. Fils
Meredith Sadin*
Affiliation:
University of California, Berkeley, CA, USA
Amy E. Lerman
Affiliation:
University of California, Berkeley, CA, USA
Ben J. Fils
Affiliation:
University of California, Berkeley, CA, USA
*
Corresponding author: Meredith Sadin; Email: msadin@berkeley.edu
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Abstract

Prison has long been recognized as a racialized institution in America, where race determines myriad aspects of life—from where individuals sleep to those with whom they live, eat, and socialize during incarceration. However, there is little evidence on how to effectively remediate prisons’ deep racial divisions—a question that is imperative given that interracial animus in prisons can be both a result and a determinant of racial conflict and violence. In this study, we argue that higher education in prison has significant potential to improve racial attitudes and foster racial integration by providing a “contrasting context” for interracial interaction in the classroom within an otherwise racially segregated institution. Using administrative data on college-level course completion, an original longitudinal survey of prison college students, and in-depth qualitative interviews with prison college alumni, we show evidence of shifts in racial attitudes and self-reported behavior as students move through their college career. Our results demonstrate the potential for prison higher education to shift race-based norms and offer a framework through which to analyze prison education that prioritizes outcomes of interest beyond recidivism.

Keywords

prisonhigher educationracial attitudes

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Law & Social Inquiry , First View , pp. 1 - 32
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of American Bar Foundation

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