This Critical Discourse Analysis looks at the perspectives and experiences of academic advisors regarding incarceration to determine how discourses might impact college access for this emerging student population. Key implications of this work demonstrate that (a) academic advisors are not aware of how to best support students with incarceration histories, (b) biases stemming from perspectives on incarceration impact advisor practice, (c) interactions advisors have had with students who have incarceration histories are problematic, (d) advisors who had friends or family with incarceration histories demonstrated more empathy for students who have incarceration histories, and (e) tensions around morality, punishment, and college access created cognitive dissonance for advisors and threatened their notion of being a "good" advisor. With federal Pell grants recently made available to people who are incarcerated, and therefore granting postsecondary opportunity inside prisons, colleges and universities need to consider how or if at all they are prepared to support formerly incarcerated college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]