Abstract
This mixed-methods study investigates the factors that influence university-employed faculty members' and administrators' willingness to participate in prison education. These individuals were selected as participants because they are in positions to provide educational opportunities to incarcerated populations. The qualitative component consisted of three focus groups (N=17) that explored both motivating and discouraging factors affecting willingness to participate. The quantitative component examined the relationships between motivating factors and willingness to participate through a survey (N=111). In the quantitative analysis, participation in prison education was measured across three dimensions: willingness to teach online, willingness to teach in person, and willingness to engage in an administrative capacity. The results of this mixed-methods study provide a multidimensional understanding of the factors that motivate or deter faculty and administrator participation in prison education. Central to both methods is the influence of participants’ perceptions of incarcerated students and beliefs about the benefits of prison education. Positive, student-centered views were strongly associated with a greater willingness to teach, reflecting a preference for tangible, personal impacts over abstract societal benefits. While the quantitative data identified predictive beliefs, qualitative insights revealed the importance of contextual factors such as institutional barriers, logistical challenges, and cultural stigma. These deterrents help explain why strong moral or altruistic motivations may not always lead to participation. Overall, the findings suggest that participation is driven less by broad social justice ideals and more by visible, emotionally resonant outcomes. For prison education initiatives to grow, institutions must highlight immediate educational benefits, amplify student voices, and reduce structural obstacles that hinder even the most motivated participants.
These results indicate that participation in prison education is a complex decision-making process that warrants further investigation to fully understand its nuances. Motivations and deterrents appear to vary based on one’s professional role (faculty, administrator, or both) as well as the form of participation – whether teaching online, teaching in person, or serving in an administrative capacity.