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Dr. Patrick Alexander is an Associate Professor in the Department of English and African American Studies at the University of Mississippi, affiliated with the College of Liberal Arts in Oxford. He holds a joint appointment in both disciplines and is deeply committed to transformative educational initiatives, particularly those addressing systemic inequities in access to higher education.
Education:
- B.A. in English/Creative Writing, summa cum laude, Miami University (2006)
- Ph.D. in English, Duke University (2012)
Dr. Alexander’s research centers on African American Literature, 19th Century American Literature, and Critical Prison Studies. His scholarship explores the intersections of race, literature, and carceral systems, emphasizing the role of literary education in liberation and social justice. He has developed and taught courses such as Prison & The Literary Imagination and Literature in Prison, reflecting his commitment to applied literary pedagogy within correctional settings.
Although no publications are listed in the provided text, his academic and programmatic work suggests a strong focus on prison education, African American literary traditions, and 19th-century American cultural narratives. His leadership in prison-to-college pipeline initiatives underscores a sustained commitment to expanding access to higher education for incarcerated individuals.
Scientific Awards:
- No awards listed in the provided text.
Dr. Alexander is a dedicated mentor and educator, having co-founded and directed both the Stepping Stones program in North Carolina and the Prison-to-College Pipeline Program (PTCPP) at the University of Mississippi. These programs provide academic enrichment and college credit opportunities to imprisoned students, reflecting his broader mission to dismantle educational barriers. While no formal advising relationships or grant funding are detailed in the text, his leadership roles indicate significant administrative and mentoring responsibilities.
He is actively involved in building institutional frameworks for prison education and likely collaborates with interdisciplinary teams and community partners to sustain and expand the PTCPP. His work bridges academic scholarship with real-world social impact, positioning him as a key figure in the movement for educational justice.
