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ABSTRACT
A rich body of scientific research suggests a positive relationship between education and social and political engagement. Active social engagement is important for incarcerated individuals if they are to successfully reintegrate into communities and desist from further involvement in crime. While a plethora of research has focused on the importance of correctional education, the extent of association between other forms of human capital such as cognitive skills and adult lifelong learning is unclear. The current study utilized data from the U.S. PIAAC Prison Study (Citation2014) to explore the relationship between educational attainment, adult cognitive skill proficiency, lifelong learning, and social outcomes among incarcerated individuals. At least one of the three types of human capital variables included was found to be positively and significantly related to the three social outcomes of political efficacy, interpersonal trust, and health perception, even after controlling for the other two human capital variables and a number of demographics, demonstrating that each has its own, distinct contribution to social outcomes. Policy implications regarding these findings are discussed.
Additional information
Notes on contributors
Roofia Galeshi
Roofia Galeshi, is an assistant professor in the School of Teacher Education at Radford University. Her main focus of research is in research methodologies, survey development, psychometrics, STEM education, and diagnostic classification models (CDM). Additionally, she has worked on investigating issues related to equity in STEM education and young adults 21st century skills using primary and secondary datasets. Her email address: [email protected].
Riane M. Bolin
Riane M. Bolin is an assistant professor in the Department of Criminal Justice at Radford University. She earned her Ph.D. in criminology and criminal justice at the University of South Carolina. Her primary research interests include issues related to juvenile justice, corrections, and substance use.
