Incarcerated students enrolled in education programs in prisons and jails experience a range of benefits, from reduced recidivism to improved psychosocial well-being. With respect to computer science education, little is still known about how courses impact incarcerated students' experiences, though recent work has explored fears and confidence of incarcerated students enrolled in computer science courses. Our work investigates incarcerated students' changes in self-efficacy over multiple iterations of four different classes. Our findings showed that all subscales of computer programming self-efficacy (algorithm, control, cooperation, debugging, and logic), but not generalized self-efficacy, were statistically significantly increased at the end of the courses relative to the beginning (p < 0.001, n = 36). A similar pattern of results across the full sample (n = 188) adds additional support for the veracity of the effects found in the subset of paired data. Additionally, we share students' qualitative data to add nuance to our findings and emphasize the importance of these educational experiences for incarcerated students' personal and professional development.

Educational programs for incarcerated individuals, often called "behind bars" initiatives, have been shown to improve participants' social and economic outcomes upon release. Since its founding in 2018, MIT's Education Justice Institute (TEJI) has offered accredited classes for incarcerated students, with an increasing focus on computer education. Our courses have been delivered both in person and remotely (e.g., via Zoom). In this poster, we share insights into the challenges present in the incarcerated education environment, and highlight how remote learning offers unique advantages to incarcerated students. We also present preliminary findings from two years of data collected across four recurring computer science courses. This poster aims to foster a dialogue with the broader computer science education community, focusing on: (i) qualitative insights gained from extensive interactions with incarcerated education systems, (ii) preliminary empirical results obtained through IRB-approved surveys, (iii) common challenges faced during data collection, and (iv) an opportunity to seek feedback and pose questions to computer science education experts.

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.