From Prisons to Programming: Fostering Self-Efficacy via Virtual Web Design Curricula in Prisons and Jails

TL;DR

Mass incarceration in the U.S. is linked to limited access to digital literacy and self‑efficacy, which impede post‑release employment. The authors implement Brave Behind Bars, a 12‑week, college‑accredited web design course delivered virtually across five facilities, evaluated via a two‑year, mixed‑methods design: a 2022 qualitative study and a 2023 quantitative study using General Self‑Efficacy ($GSE$) and Computer Programming Self‑Efficacy ($CPSES$). Qualitative findings reveal strong perceived gains in self‑efficacy and meaningful engagement with socially relevant projects; quantitative results show overall increases but lack statistical significance due to small samples, with one CPSES subscale achieving significance ($p$=$0.01$). The work offers a practical blueprint for correctional computing curricula, demonstrating feasibility of mixed‑gender, low‑ratio, online instruction and informing policy and future research aimed at reducing recidivism through digital literacy.

Abstract

Self-efficacy and digital literacy are key predictors to incarcerated people's success in the modern workplace. While digitization in correctional facilities is expanding, few templates exist for how to design computing curricula that foster self-efficacy and digital literacy in carceral environments. As a result, formerly incarcerated people face increasing social and professional exclusion post-release. We report on a 12-week college-accredited web design class, taught virtually and synchronously, across 5 correctional facilities across the United States. The program brought together men and women from gender-segregated facilities into one classroom to learn fundamentals in HTML, CSS and Javascript, and create websites addressing social issues of their choosing. We conducted surveys with participating students, using dichotomous and open-ended questions, and performed thematic and quantitative analyses of their responses that suggest students' increased self-efficacy. Our study discusses key design choices, needs, and recommendations for furthering computing curricula that foster self-efficacy and digital literacy in carceral settings.

Figures (1)

• Figure 1: Homepages from six websites created by incarcerated students in our 2023 study that provide resources and tools for use by themselves and the communities to which they will return. a) End Homelessness Statewide provides resources for unhoused people to find temporary and permanent shelter. b) The PinkPrint provides a "blueprint" that addresses the state of invisibility of justice-involved women by providing educational and gender-responsive resources that incarcerated women can turn to. c) Unconventional Networking provides a platform allowing professionals to mentor and guide at-risk youths in their careers. d) Helping Women Become Better Community Members provides resources to help women navigate gender and pay disparities when entering technical trades. e) Pen Pets helps people entering prisons and jails find homes for their pets while their sentence is served. f) No Excuse for Domestic Abuse outlines current statistics regarding domestic violence and provides resources for victims to seek help.