Advancing Gender Equity and Sense of Belonging in Computing: Are Documented Best Practices Representative of Upward Transfer Students?

Autor/inn/en	Blaney, Jennifer M.; Barrett, Julia
Titel	Advancing Gender Equity and Sense of Belonging in Computing: Are Documented Best Practices Representative of Upward Transfer Students?
Quelle	In: Community College Journal of Research and Practice, 46 (2022) 9, S.633-653 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaney, Jennifer M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2021.1896396
Schlagwörter	Gender Differences; Equal Education; Sense of Community; Computer Science Education; Best Practices; College Transfer Students; Predictor Variables; Student Experience; Undergraduate Students + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Computer science lessons; Informatikunterricht; Hochschulwechsel; Schulwechsel; Studienortwechsel; Prädiktor; Studienerfahrung
Abstract	Supporting upward transfer students is critical to diversifying STEM. This study provides insight into how we can best support upward transfer students in computing, one of the least diverse STEM disciplines. Specifically, we expand upon recent research on sense of belonging to examine how the predictors of belonging might be unique for upward transfer students, focusing closely on upward transfer women's experiences. Findings highlight three unique predictors of sense of belonging for upward transfer students beyond those documented in prior research on students in the aggregate. Other college experiences -- like feeling supported by computing peers -- positively predicted belonging for all students, but were not equitably available to upward transfer students, with upward transfer women reporting the lowest levels of peer support compared to all other groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01