Pathways to Learning: A Retrospective Study of Adult Education and Motivation Among Formerly Incarcerated Women

Abstract

This qualitative grounded theory study explores the educational motivations, deterrents, and decision-making processes of incarcerated adult learners, with a focus on women previously incarcerated in Alabama at Tutwiler Prison. Rooted in adult education theory and supported by a Social Constructivist perspective, the research underscores the transformative potential of correctional education while illuminating the systemic, environmental, and personal barriers that hinder educational engagement in prison settings. Drawing on in-depth, semi-structured interviews conducted at the Lovelady Center in Birmingham, Alabama, and supported by thematic analysis through software like Atlas.ti, the study reveals a complex interplay of intrinsic and extrinsic motivators shaping formerly incarcerated learners’ engagement in education. Adult education, defined as formal and informal learning opportunities for individuals aged 24 and older, provides the foundation for this investigation. The study highlights the principles of adult education including practical application, readiness to learn, the value of life experience, self-directed learning, intrinsic motivation and relevance to real-world goals as central to understanding motivation within correctional environments. Key motivational theories such as Self-Determination Theory, Expectancy Value Theory, and Mastery Goal Orientation were applied to examine how previous incarcerated adults perceive and engage with educational opportunities. Findings indicate that incarcerated adult learners are often motivated by personal aspirations, family responsibilities, and the desire for reintegration and employability upon release. Conversely, barriers such as addiction, emotional fatigue, prior negative academic experiences, institutional inefficiencies, and unsanitary living conditions frequently undermine motivation. This study also documents the positive influence of supportive adult educators, safe and engaging learning environments, and the availability of practical career-oriented educational programming. Participants described how leaving the pod or receiving better meals enhanced their sense of agency and belonging, reinforcing the value of education. Importantly, the research contributes to the discourse on adult education by identifying the necessity of designing educational programs that are relevant, accessible, and responsive to the diverse experiences and goals of incarcerated adults. It underscores the need for correctional institutions to expand program offerings, reduce scheduling delays, train adult education practitioners in trauma- informed and motivational strategies, and create equitable learning environments. The findings advocate for integrated support systems that combine education with mental health services, addiction recovery, and peer mentoring, thereby fostering holistic rehabilitation. Ultimately, this study emphasizes that adult education within correctional settings holds significant promise for reducing recidivism, promoting personal growth, and improving societal reintegration outcomes. Future research should broaden the scope to include male incarcerated learners, diverse regional and international contexts, and longitudinal data to capture the sustained impact of correctional education. The insights gained can inform policy and practice to make correctional education a more effective, empowering tool for transformation and reintegration, reinforcing its critical role within the broader field of adult education.