School of Education


Doctor of Education in Educational Leadership (EdD)


D J Mattson


Academic Resilience in Corrections Education


Adult and Continuing Education | Education


This research examined ways in which academic resilience may play a role in corrections education students. Corrections education administrators require information to guide future corrections education curricula. Academic resilience information specific to corrections education is currently not available, therefore this study is important for the required knowledge. The purpose of this study was to examine the levels of academic resiliency in corrections education students who successfully completed a high school equivalency program. The sample was drawn from a Pennsylvania prison population, the goal was to recruit 110 students who were enrolled, or successfully completed a high school equivalency program while incarcerated. The Academic Resiliency Scale-30 was used to capture data on subject resiliency. The study used a causal-comparative quantitative design. Descriptive statistics captured nominal data. A Kolmogorov-Smirnov test was conducted to test the assumption of normality. The assumption of normality was not met. A t test was used to test the null hypothesis. The null hypothesis was rejected at a 95% confidence level where p = 0.003. A medium effect size was indicated by Cohen’s d. A Mann-Whitney U test was run as the nonparametric equivalent of a t test due to the assumption of normality not being met. The null was once again rejected where p = 0.003. A Spearman’s Rho correlation was conducted and revealed that no significant correlation between academic resilience scores and age were found. However, a significant difference was discovered in academic resilience scores between inmate students who successfully completed a corrections education high school equivalency course as compared to inmate students who failed to successfully complete a high school equivalency course while incarcerated.