Nevertheless, They Persisted: Factors That Promote Persistence for Women and Racially/Ethnically Minoritized Students in Undergraduate Computing

Autor/inn/en	Lehman, Kathleen J.; Newhouse, Kaitlin N. S.; Sundar, Sarayu; Sax, Linda J.
Titel	Nevertheless, They Persisted: Factors That Promote Persistence for Women and Racially/Ethnically Minoritized Students in Undergraduate Computing
Quelle	In: Computer Science Education, 33 (2023) 2, S.260-285 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehman, Kathleen J.) ORCID (Newhouse, Kaitlin N. S.) ORCID (Sundar, Sarayu) ORCID (Sax, Linda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2086401
Schlagwörter	Majors (Students); Undergraduate Students; Academic Persistence; Computer Science Education; Gender Differences; Racial Differences; Ethnicity; Socialization; Student Attitudes; Student Experience; STEM Education; Institutional Characteristics; Student Characteristics; Predictor Variables; Self Efficacy; Influences + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socialisation; Sozialisation; Schülerverhalten; Studienerfahrung; STEM; Prädiktor; Self-efficacy; Selbstwirksamkeit; Influence; Einfluss; Einflussfaktor
Abstract	Background and Context: As computing fields aim to both expand and diversify, narrowing representation gaps in undergraduate computing majors requires focus on retaining women and racially/ethnically minoritized students to the point of degree attainment. Objective: This study addresses the factors that contribute to persistence in computing majors among undergraduate students who took introductory computing courses during the first two years of college. Method: Student survey data from 15 research universities in the United States were used to explore differences in persistence patterns by students' gender and racial/ethnic identities. Further, we used logistic regression to examine factors that promote persistence in computing majors, with attention to conditional effects by gender and race/ethnicity. Findings: Results show that women are less likely than men to persist in computing majors two years following completion of the introductory CS course. Findings suggest that proximal socialization experiences, specifically those related to students' self-confidence, sense of fit, and in-class experiences, are important to student persistence in computing fields. Implications: The results suggest that peer experiences in computing are central to student persistence in the major. Hence, computing departments can act on these findings by strengthening the community within their majors and fostering positive peer interactions among students. Implications (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01