Social Interactions and Practices That Positively Influenced Women's Retention in Their Computer Science Major

Autor/inn/en	Pantic, Katarina; Clarke-Midura, Jody
Titel	Social Interactions and Practices That Positively Influenced Women's Retention in Their Computer Science Major
Quelle	In: Computer Science Education, 33 (2023) 2, S.286-314 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pantic, Katarina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2158283
Schlagwörter	Computer Science Education; Majors (Students); Females; Womens Education; Interaction; Social Influences; Academic Persistence; Disproportionate Representation; Communities of Practice; Student Participation; Student Characteristics; Barriers; Gender Bias; College Environment; Environmental Influences; Undergraduate Students; Peer Influence; Teacher Influence; Clubs; Tutoring + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Interaktion; Sozialer Einfluss; Community; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterstereotyp; Hochschulumwelt; Environmental influence; Umwelteinfluss; Club; Klub; Förderkonzept; Nachhilfeunterricht
Abstract	Background and Context: Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% of the CS baccalaureate degrees in the US. Objective: Most research focuses on why women leave CS. This study explores factors (i.e. social interactions and practices) that support retention from the perspective of women who persisted in their CS major. Methods: We interviewed ten participants first by separating them in two focus groups and then by using individual in-depth interviews. Findings: We identified four types of social interactions that support retention of women. In terms of practices, we present four of the most frequent practices, and four practices that characterised retention of women at the periphery. These findings add nuanced understanding of factors that support retention of women through the theoretical lens of legitimate peripheral participation in communities of practice. Implications: This study has several implications for CS departments on how they can support women's retention, such as by supporting internships, propagating work-life balance and training faculty and students on the importance of legitimacy and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01