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Based on interviews with 75 women transitioning from incarceration, our research identifies technology access and skills barriers facing this population and their underlying concerns and motivations in navigating privacy online. Our results suggest precarious housing and financial situations, concerns about ex-partners, mental health issues, and lack of self-efficacy pose challenges for their access to and use of digital technologies and influence their online privacy perspectives. Many participants reported relying primarily on cellphones for various tasks including job applications. Closing public places including libraries amid the COVID-19 pandemic put them at an even greater disadvantage, as many of them depend on computers or Wi-Fi available in those places. Nothing-to-lose attitudes were salient among this group resulting in many not taking precautionary measures online or choosing to go offline. Our research highlights the importance of building academic-community partnerships to provide technology and privacy education tailored for this population’s particular needs and desires. 

This project sought to understand how women transitioning from incarceration, a time of extreme vulnerability to health problems and mortality, find health information online and which sources they trust and use. We conducted semi-structured interviews by telephone or in person with 74 previously incarcerated women from September 2019 to May 2020. We performed qualitative, thematic analysis of the interviews. Most of our participants used the internet to search for health information and were enthusiastic about the speed and ease of online health information. Perceptions of reliability of the information and whether they would recommend it to friends and family varied. Many participants wanted additional reliable sources of health information and ways to verify the online health information. Findings may be used to develop digital health literacy interventions that this vulnerable group of women need for transitioning back into communities and everyday life. 

As society increasingly relies on digital technologies in many different aspects, those who lack relevant access and skills are lagging increasingly behind. Among the underserved groups disproportionately affected by the digital divide are women who are transitioning from incarceration and seeking to reenter the workforce outside the carceral system (women-in-transition). Women-in-transition rarely have been exposed to sound technology education, as they have generally been isolated from the digital environment while in incarceration. Furthermore, while women have become the fastest-growing segment of the incarcerated population in the United States in recent decades, prison education and reentry programs are still not well adjusted for them. Most programs are mainly designed for the dominant male population. Consequently, women-in-transition face significant post-incarceration challenges in accessing and using relevant digital technologies and thus have added difficulties in entering or reentering the workforce. Against this backdrop, our multi-disciplinary research team has conducted empirical research as part of technology education offered to women-in-transition in the Midwest. In this article, we report results from our interviews with 75 women-in-transition in the Midwest that were conducted to develop a tailored technology education program for the women. More than half of the participants in our study are women of color and face precarious housing and financial situations. Then, we discuss principles that we adopted in developing our education program for the marginalized women and participants’ feedback on the program. Our team launched in-person sessions with women-in-reentry at public libraries in February 2020 and had to move the sessions online in March due to COVID-19. Our research-informed educational program is designed primarily to support the women in enhancing their knowledge and comfort with technology and nurturing computational thinking. Our study shows that low self-efficacy and mental health challenges, as well as lack of resources for technology access and use, are some of the major issues that need to be addressed in supporting technology learning among women-in-transition. This research offers scholarly and practical implications for computing education for women-in-transition and other marginalized populations.