Technology Learning and Justice-Impacted Communities

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Overview:

This study explores how a technology education program supports women transitioning from incarceration in adopting and using technology. Findings show that instructor support and access to devices were key to improving their digital skills. Instructors and peer mentors were important sources of support for most participants’ success. The research carries scholarly and policy implications for addressing technology education and information literacy within underrepresented justice-impacted communities.

Methodology:

For this study, forty women recently released from jail or prison in two U.S. Midwestern states participated in semi-structured interviews. They were recruited through a free online technology education program provided by a university research team. Participants were eligible if they identified as female, were over 18, had been incarcerated, and lived in the specified states. Completing program lessons made them eligible for recruitment.

During the interviews, researchers explored how women transitioning from incarceration learn and use technology. They used the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, which explains factors influencing technology adoption, such as performance expectancy, effort expectancy, social influence, and facilitating conditions.

Data was collected through phone and Zoom interviews between April and November 2022. Each interview lasted about 30 minutes. Researchers asked open-ended questions developed based on the UTAUT framework and previous research. Demographic information was also collected via a questionnaire. All procedures followed IRB protocols.

Interview recordings were transcribed and analyzed using qualitative data analysis in Dedoose 9.0. Analysis took place in two stages: open coding to find broad patterns and themes, followed by focused coding guided by the UTAUT concepts and other themes like technology experience and usage barriers. The research team used peer debriefing to ensure consistency and points of continuity in findings.

Context:

The U.S. has one of the highest incarceration rates in the world (1).
Since 2009, women have become the fastest-growing segment of the incarcerated population (2).
Approximately 1.9 million women leave prisons or jails yearly in the United States (3).
Women in transition often have poor employment histories, low levels of literacy, low exposure to technology education, and limited preparation for engagement in employment opportunities (4).

Findings:

Many participants explained that they joined the technology education program because they wanted to improve their life situation, career prospects, or educational opportunities. Their specific goals included:

Learning basic Internet and software skills, like Excel, Word or email;
Using technology for job searching; and
Developing entrepreneurial skills.

Participants valued that the technology education program was free and offered a flexible, online, self-paced format.

For some, being invited to participate because of their circumstances after incarceration was particularly meaningful. It felt like a new door opening. Participating in the program often helped women overcome technology aversion, significantly increasing their confidence and self-esteem, inspiring some to pursue further education. The encouragement and validation from those around the participants, like shelter staff, probation officers, service providers, and especially Digital Navigators, provided through the program, were crucial in their decision to join and stay engaged. Using the program certificates to demonstrate acquired skills further boosted confidence and helped with job searches.

Participants also faced challenges. Complex and often overwhelming life circumstances sometimes hindered participation and completion. These challenges included losing devices or Internet access, job loss, family health issues, deaths, and housing instability, where survival often had to take priority over the program. On top of those significant barriers, some participants said that they found certain lessons or technical vocabulary difficult, requiring more effort than anticipated.

Because of these challenges, facilitating conditions played a vital role in supporting those who could continue. Throughout the program, participants felt seen and not defined by their past, which contributed to a supportive atmosphere.

Participants praised the program staff, including instructors, administrators, and Digital Navigators. Digital Navigators are former program participants who now serve as peer mentors, supporting other justice-involvement women in their technology learning. Participants described the program team members as being knowledgeable, accessible, and caring. They even served as professional references. Access to appropriate devices and the Internet was essential for success, so any interruptions to device or Internet access also became challenges. Having their own devices enabled participants to help others and use technology for crucial life tasks like applying for housing, benefits, and staying connected with family.

Key Takeaways:

This research underscores the importance of targeted, supportive digital education for women transitioning from incarceration. The findings demonstrate that social supports, particularly from instructors and peer mentors, and access to reliable technology are critical enablers of digital literacy and technology adoption in this population. Flexible, self-paced learning formats further support engagement by accommodating the complex challenges of reentry, such as unstable housing, employment demands, and caregiving responsibilities.

The study confirms that digital literacy is not only a technical skill but a vital resource for social and economic reintegration. Women reported increased confidence in using technology to communicate, access services, and seek employment, functions essential to successful reentry and reduced recidivism. These findings directly affect policy and practice: digital inclusion programs should prioritize supportive instruction, ensure access to devices and connectivity, and design curriculum with flexibility and low barriers to entry. Tailored digital learning initiatives can play a meaningful role in advancing equity for justice-impacted populations and strengthening overall reentry outcomes.

Authors:

Annalise Baines, Ph. D., senior research and teaching associate, Department of Communication and Media Research, University of Zurich a.baines@ikmz.uzh.ch

Hannah E. Britton, Ph. D., professor of political science, University of Kansas Britton@ku.edu

Hyunjin Seo, Ph. D., Oscar Stauffer Professor and Associate Dean for Research and Faculty Development, William Allen White School of Journalism and Mass Communications, Director of the KU Center for Digital Inclusion, University of Kansas hseo@ku.edu

Darcey Altschwager, Ph. D., graduate research assistant, William Allen White School of Journalism and Mass Communications, University of Kansas daltschwager@gmail.com

References:

1. Gramlich J. America’s incarceration rate falls to lowest level since 1995. Pew Research Center. https://pewrsr.ch/2rfSmVL.

2. Sawyer W. The gender divide: tracking women's state prison growth. Prison Policy Initiative. https://www.prisonpolicy.org/ reports/women_overtime.html.

3. Blomberg M, Altschwager D, Hunjin S, Booton E, Nwachukwu M. Digital divide and marginalized women during COVID-19: a study of women recently released from prison. Taylor & Francis. https://doi.org/10.1080/1369118X.2021.1963462 

Learn More:

The full version of this paper was published in the Journal of Public Interest Communications. https://doi.org/10.32473 /jpic.v8.i1.p4

Center for Digital Inclusion https://cdi.ku.edu/about

This research was funded by the National Science Foundation (award number: 2314275).

Support from the Institute for Policy and Social Research, University of Kansas, ipsr.ku.edu