DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Jose Lalas, Ph.D.
Christopher Hunt, Ed.D.
Michael Kin, Ed.D.
education, cutural capital, human capital, incarceration, social capital, student engagement, youth
This study examined the student engagement, social and cultural capital of incarcerated youth in the Philippines and their overall human capital net worth. Incarceration reform has become a major issue in the United States due to the rising cost of incarceration and the high recidivism rates of youth being incarcerated. There is also a great concern with the quality of education available for those youth. The Philippine Islands has instituted regional laws that require youth who are in conflict with the law to be assigned to specific schools designed to ameliorate recidivism for all youth assigned. Using the narrative inquiry method and a qualitative approach, the researcher listened to the authentic voices of the participants and conveyed their stories. Using a semi-structured interview protocol, participants shared their “lived” stories about how schools on the college campuses incorporated methods that sparked their engagement in the learning process and enabled them to visualize how life could be. The findings from the study suggested that when youth in conflict with the law were removed from the environment that created the delinquent behavior, and were placed in a controlled environment that emphasized discipline, respect, and educational engagement, the youth responded positively. The primary objective of the researcher was to gather data to determine if further research was needed to facilitate incorporating the findings into changing the way America educates incarcerated youth. Additionally, to determine if the Philippine model could be adopted to change the way the United States of America view youth incarceration.
Banks, Alfonso, "Student Engagement, Social and Cultural Capital of Incarcerated Youth and Their Overall Human Capital Net Worth" (2015). Ed.D. Dissertations in Leadership for Educational Justice. 77.