Abstract
The aim of the study was to examine the impact of geographical and cultural affiliation and learning problems on prison inmates' intentions to embark on education above their obtained level of education. Younger inmates, inmates who had reading or writing problems and inmates with less geographical and cultural affiliation to Norway were significantly more likely to report that they wished to start upper secondary school than older inmates, inmates who had no reading or writing problems and inmates with a strong affiliation to Norway. Likewise, younger inmates, inmates who had a non-Norwegian affiliation and inmates who had no problems with arithmetic or mathematics were significantly more likely than others to say that they wished to embark on university studies or other higher education.
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Manger, T., Eikeland, OJ., Asbjørnsen, A. et al. Educational Intentions Among Prison Inmates. Eur J Crim Policy Res 12, 35–48 (2006). https://doi.org/10.1007/s10610-006-9007-2
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DOI: https://doi.org/10.1007/s10610-006-9007-2