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This article presents a synthesized historiography of higher education in American prisons, exploring interactions of federal, state, and institution-level policies within six specific states: California, Illinois, Massachusetts, Mississippi, New York, and Texas. We define considerations for researchers, policymakers, and advocates regarding efforts to sustain educational access for incarcerated students. Findings suggest access is inextricably linked to policies relying on the social construction of crime and incarceration. As such, sole reliance on federal support may be detrimental for programs. A focus on diversifying funding sources will likely better ensure the long-term durability of support for higher education in prison programming.
Conway et al. (2024) studied this question.