Community College Men and Women: A Test of Three Widely Held Beliefs about Who Pursues Computer Science

Autor/inn/en	Denner, Jill; Werner, Linda; O'Connor, Lisa; Glassman, Jill
Titel	Community College Men and Women: A Test of Three Widely Held Beliefs about Who Pursues Computer Science
Quelle	In: Community College Review, 42 (2014) 4, S.342-362 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552114535624
Schlagwörter	Two Year College Students; Longitudinal Studies; Majors (Students); Career Choice; Females; Womens Education; Programming; Computer Science Education; Student Attitudes; Surveys; Gender Differences; Student Motivation; Teacher Student Relationship; Interpersonal Relationship; Behavior; Peer Influence; Computer Games; Expectation; Academic Persistence; Hypothesis Testing; Occupational Aspiration; Regression (Statistics); California + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Programmierung; Computer science lessons; Informatikunterricht; Schülerverhalten; Survey; Umfrage; Befragung; Geschlechterkonflikt; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Computer game; Computerspiel; Computerspiele; Expectancy; Erwartung; Hypothesenprüfung; Hypothesentest; Berufsneigung; Berufsziel; Regression; Regressionsanalyse; Kalifornien
Abstract	Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at 4-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10