Self-efficacy in academic settings is an established correlate of educational accomplishments with relevance beyond the classroom. It is a socially created propensity to view oneself as capable of responding to a range of life contingencies. We measure shifts in self-efficacy within prison-based courses that are modeled after the Inside–Out Prison Exchange Program. Courses include college students (outside) and people who are incarcerated (inside) learning together in a prison classroom. Inside students report lower levels of self-efficacy at Time 1 and an increase in self-efficacy by Time 2. Outside student levels of self-efficacy remain the same across time.
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