Major and Classification
Majoring in Sociology with a Minor in Addiction Science
Faculty Mentor
Dr. Adrian Huerta – USC Rossier School of Education
Department
USC Dornsife College of Letters, Arts and Sciences
Research Gateway Project
Using Possible Selves and Life Course Theories to Dissect the Pathways from Incarceration to Post-Secondary Education for Latino Gang Members
Project Abstract
This research project aims to unveil the systemic obstacles, barriers, and conditions that impact Latino gang-involved youth as they transition from incarceration to higher education. Formerly incarcerated and gang-involved Latino students are often negatively stereotyped by both instructors and peers, contributing to lower graduation rates. School personnel may intentionally withhold college information from Latino gang-involved youth, negatively impacting their ability to matriculate into post-secondary institutions (Pyrooz 2014, Hagedorn 2017, Huerta et al. 2021). Despite facing such discrimination, many formerly incarcerated and gang-involved students overcome these barriers to earn undergraduate and graduate degrees. However, many questions remain regarding the processes that facilitate a successful transition from incarceration to higher learning. To address this gap, the present study uses semi-structured interviewing and thematic analysis to examine the life trajectories of five formerly incarcerated Latino students who are currently pursuing college degrees. These dynamics were identified through a multi-theoretical framework using the Possible Selves and Life Course theory to explore individual experiences and life trajectories. Preliminary analysis reveals deeply embedded adverse childhood experiences (ACES) accompany all five participants’ negative trajectory into gang involvement. Furthermore, each participant experienced negative interactions with school personnel, reinforcing stigma and systemic barriers. These factors contributed to their ostracization from the educational system and subsequent involvement into the criminal justice system. Consequently, the enmeshment of criminality within the hegemonic carceral institutions galvanizes the cycle of gang involvement and impedes opportunity and access to a positive mindset. The catalyst for change ranged from negative encounters with violence and incarceration to positive experiences associated with parenthood or utilizing higher education as positive replacements to gang activity, both of which facilitated gang disengagement. By examining the lived experiences and narratives of these individuals, the researcher hopes this study sheds light on the multifaceted dynamics that shape educational trajectories in the prison-to-college pipeline and gang desistance. This study holds implications for policy, educational programs, and interventions aimed at supporting marginalized youth and incarcerated populations as a means for reducing recidivism rates and systemic barriers associated with the school-to-prison pipeline.