  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.
