Abstract
The incarcerated population has little or no access to science education programs, STEM resources, or scientists. We explored the effects of a low-cost, potentially high-impact informal science education program that enabled NASA scientists to provide astrobiology lectures to adults inside 16 correctional institutions in three states. Post- versus pre-lecture surveys suggest that presentations significantly increased science content knowledge, positively shifted attitudes about science and scientists, increased a sense of science self-identity, and enhanced behavioral intentions about communicating science. These were significant across ethnicity, gender, education level, and institution type, size, location, and state. Men scored higher than women on pre-lecture survey questions. Among men, participants with greater levels of education and White non-Hispanics scored higher than those with less educational attainment and African American and other minority participants. Increases in science content knowledge were greater for women than men and, among men, for those with lower levels of education and African American participants. Women increased more in science identity than did men. Thus, even limited exposure to voluntary, non-credit science lectures delivered by scientists can be an effective way to broker a relationship to science for this underserved public group and can potentially serve as a step to broaden participation in science.