Undergraduate BPC Literature Database
The Undergraduate BPC Literature Database is a database of recently published (January 2005 – March 2022) scholarly articles that expand the empirical and theoretical knowledge around broadening participation in undergraduate computing in the United States. The articles in this matrix approach broadening participation in computing (BPC) from a variety of epistemological and methodological orientations as well as with different goals and objectives, including but not limited to implementing and evaluating BPC interventions and theorizing around broader social forces that cause longstanding inequalities in computing. Accordingly, a wide array of conclusions and recommendations for broadening participation in computing are advanced by the literature included in this matrix.
The database is searchable using the filters and search box below. Please refer to the FAQ and the technical report for more details on the database and its content. This database was developed and continues to be maintained by the Momentum team at UCLA with funding from the National Science Foundation (CNS – 1940460, 1936735).
The literature database includes articles based on an explicit set of criteria as described in the technical report. If you’d like to suggest an article be added to the Undergraduate BPC Literature Database, please fill out this form.
| wdt_ID | pdfid | Title | Author | Publication Title | Publication Year | Abstract Note | Gender | Underrepresented Racial/Ethnic Groups | Black/African American Students | Latinx/Hispanic Students | Native American Students | Native Hawaiian/Pacific Islander Students | Students with Disabilities | First-generation Students | LGBTQ+ Students | Low-income Students | Conceptual | Survey | Qualitative | Experimental | Longitudinal | Multi-institution | Program Evaluation | Structural Equation Modeling (SEM) | T-test | Chi-square/Contingency Table | ANOVA | Correlation | Regression | Confidence Interval | Case Study | Community Colleges | Minority Serving Institutions | Asian American and Native American Pacific Islander-Serving Institutions | Historically Black Colleges and Universities /Predominantly Black Institutions | Tribal Colleges/Universities | Hispanic Serving Institutions | BPC Focus | Methodology | Analytic Method | Institution Type | DOI | URL |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 8 | Student and faculty perceptions of undergraduate research experiences in computing | Barker, L. | ACM Transactions On Computing Education | 2009 | Undergraduate research experiences are promoted and funded for their potential in increasing students' likelihood of pursuing graduate degrees, increasing their confidence, and expanding their awareness of their discipline and career opportunities. These outcomes, however, depend on the social, organizational, and intellectual conditions under which students conduct research. Large-scale comparative studies suggest that computer science undergraduate researchers participate in fewer of the activities that lead to membership in a "culture of research." This interview-based study illuminates the experiences of both undergraduates and their faculty research mentors in computer science summer and academic year programs. Twenty-five undergraduates and 31 faculty mentors, the majority women, were interviewed. Their stories reveal best and worst case research conditions for students, the special benefits to women who have experienced harassment in their classes, unconscious biases of faculty, the wisdom of faculty who guide undergraduates to successful research outcomes, and faculty's perceptions of benefits for themselves, their departments, and the students they mentor. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Multi-institution, Program Evaluation | NA | NA | 10.1145/1513593.1513598 | https://doi.org/10.1145/1513593.1513598 |
| 2 | 11 | Different Denominators, Different Results: Reanalyzing CS Degrees by Gender, Race, and Ethnicity | Barr, Valerie | ACM Inroads | 2018 | Standard analysis of computer science degree data focuses on the percentage of degrees earned by women and men respectively, or on the percentage of degrees earned by racial and ethnic minorities respectively. This analysis is inaccurate because the groups involved are not the same size and their sizes have changed over time. Longitudinal comparisons are relevant only if statistics are computed separately for each cohort, examining the percentage of each cohort’s degrees earned in CS. The numerator should be the number of degrees earned in CS by a cohort, while the denominator should be all degrees earned by that cohort, not all degrees earned within the field. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Longitudinal, Multi-institution | NA | NA | 10.1145/3239261 | https://doi.org/10.1145/3239261 |
| 3 | 26 | A qualitative investigation of African Americans' decision to pursue computing science degrees: Implications for cultivating career choice and aspiration | Charleston, LaVar J. | Journal Of Diversity In Higher Education | 2012 | According to Pearson (2002), minority groups are not well represented in science, technology, engineering, and mathematics (STEM) occupations. Among these underrepresented groups are African Americans. To ensure the economic vitality of the STEM workforce in the United States, it is imperative to broaden participation in STEM-related fields and computing sciences in particular (J. F. L. Jackson, Charleston, George, & Gilbert, in press; Moore, 2006; Pearson, 2002). Using the method of grounded theory, the author illuminates the experiences of African American computing aspirants at various levels of academic status (bachelor's, master's, and PhD levels). In doing so, this study identifies the key factors that contribute to study participants' successful pursuit of computing science degrees, thereby pointing toward implications for cultivating occupational choice and career aspirations. Study results include a heuristic model for broadening computing participation. (Contains 1 figure.) | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1037/a0028918 | https://doi.org/10.1037/a0028918 |
| 4 | 27 | Using culturally responsive practices to broaden participation in the educational pipeline: Addressing the unfinished business of Brown in the field of computing sciences. | Charleston, LaVar J.; Charleston, Sherri Ann; Jackson, Jerlando F. L. | Journal Of Negro Education | 2014 | The effective integration of African American students into previously segregated careers was one of the main goals of the Brown decision and, in turn, the outcomes of such efforts have been the subject of much scholarly interest). This qualitative study, drawing on critical race theorist Derrick Bell's critique of Brown, makes the case for applying culturally relevant pedagogy theory (CRPT) to positively impact student achievement and career choice, particularly as it relates to the STEM field of computing sciences. Cultural barriers such as early exposure to technology, students ' perceptions of their own potential in the field, and the lack of culturally relevant social support, often deter African American students from pursuing careers in STEM fields, particularly computing sciences. Although there is a dearth in the literature regarding how to expand the pipeline to computing sciences using culturally specific practices, this study produced results that suggest culturally responsive practices as an effective method for broadening participation in computing. Using CRPT, this qualitative study identifies culturally relevant practices that positively affect the persistence of African Americans in the STEM field of computing science. [ABSTRACT FROM AUTHOR] | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.7709/jnegroeducation.83.3.0400 | https://doi.org/10.7709/jnegroeducation.83.3.0400 |
| 5 | 28 | Navigating underrepresented STEM spaces: Experiences of Black women in U.S. computing science higher education programs who actualize success | Charleston, LaVar J.; George, Phillis L.; Jackson, Jerlando F. L.; Berhanu, Jonathan; Amechi, Mauriell H. | Journal Of Diversity In Higher Education | 2014 | Women in the United States have long been underrepresented in computing science disciplines across college campuses and in industry alike (Hanson, 2004; Jackson & Charleston, 2012). This disparity is exacerbated when African American women are scrutinized. Additionally, prior research (e.g., Hanson, 2004; Jackson & Charleston, 2012; Jackson, Gilbert, Charleston, & Gosha, 2009) suggests a need to better understand this underrepresented group within computing--a field in dire need of additional skilled workers. Using critical race feminism and Black feminist thought as theoretical underpinnings, this study examined the experiences of Black female computing aspirants at various levels of academic status. In doing so, this research captures the unique challenges that participants experience in their respective academic computing science environments, as well as how participants navigate this historically White, male-dominated field. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1037/a0036632 | https://doi.org/10.1037/a0036632 |
| 6 | 33 | "You Don't Have to Be a White Male That Was Learning How to Program since He Was Five" | Collain, Mathilde; Trytten, Deborah | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | Margolis and Fisher's book, Unlocking the Clubhouse (UTC), has long been regarded as seminal to the understanding of the lack of gender diversity in computing. This book found that boys and girls had different experiences with computers in the home and school environment, and that these different experiences had a direct impact on the desire of students to study computing. We wanted to know if the explanations Margolis and Fisher found were applicable for students in a more typical CS program in 2017, so we conducted a study to investigate the home and pre-college experiences of students who are currently majoring in CS or Computer Engineering (CE), and these students' pathway into computing majors. We recruited 11 participants from a large public institution in the Midwest U.S., and conducted interviews of these students using a protocol adapted from UTC. We performed a qualitative iterative and inductive analysis of these interviews and found that while technology access had greatly improved, views and attitudes were much slower to change. We discovered that fathers preferentially teaching sons about computing, while less prevalent than it was in UTC, still occurs. We also found that the participants, including the women, had more diverse pathways into computing than what Margolis and Fisher found. This suggests that UTC needs to be fully replicated at broad range of institutions to get a more complete picture of the multitude of pathways women use to enter into computing careers. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative | NA | NA | 10.1145/3287324.3287383 | https://doi.org/10.1145/3287324.3287383 |
| 7 | 34 | Nuancing the discourse of underrepresentation: A feminist post-structural analysis of gender inequality in computer science education in the US | Convertino, Christina | Gender & Education | 2020 | Drawing on feminist post-structural perspectives, this article shows how the dominant discourses of underrepresentation and gender difference that characterize gender inequality in computer science (CS) create subject positions, which simultaneously mark women as highly invisible and visible. Narrative accounts from qualitative interviews and focus groups with women students of color enrolled in CS at a university located in the southwestern region of the US illustrate the situated ways in which participants materialized these discourses in their personal accounts of 'not seeing and seeing women in CS.' Participants accounts reveal how isolation, exclusion, and connection in CS are contextual, contingent, and intersectional experiences that cannot be collapsed into a single, monolithic meta-narrative. Participant accounts also demonstrate the complex ways that women students of color in CS pushed back on dominant discourses of underrepresentation and gender difference. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups | Qualitative | NA | Minority Serving Institutions, Hispanic Serving Institutions | 10.1080/09540253.2019.1632417 | https://doi.org/10.1080/09540253.2019.1632417 |
| 8 | 35 | Storylines in figured worlds: Understanding diverse college students’ decision to major in computer science | Convertino, Christina; Monarrez, Angelica | Journal Of Diversity In Higher Education | 2020 | Given the workforce demand for computer scientists, especially more racially, ethnically, and gender diverse computer scientists (U.S. Bureau of Labor Statistics, 2016), significant efforts have been made to recruit underrepresented groups to major in computer science (CS; National Science Foundation, 2018). However, there is very little research on how underrepresented students decide to major in computer science. The purpose of this qualitative study was to understand how racially, ethnically, linguistically, and gender diverse students in an introductory CS course, at a Hispanic-serving university on the U.S.-Mexico border, decided to major in CS. Findings demonstrate that participants drew on four principal storylines to decide to major in CS: social mobility and opportunity storylines, user storylines, interest storylines, and underrepresentation storylines. Students’ storylines stemmed from multiple sources, including but not limited to the media and family. Findings also show that students’ storylines did not align with official storylines found in the figured world of CS in higher education. Rather, results illustrated the nuanced ways in which the media, family, friends, and school personnel influenced students’ storylines to shape their decision to major in CS. Implications for practice and policy are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Latinx/Hispanic | Qualitative | NA | Minority Serving Institutions, Hispanic Serving Institutions | 10.1037/dhe0000172 | https://doi.org/10.1037/dhe0000172 |
| 9 | 36 | Ten years toward equity: Preliminary results from a follow-up case study of academic computing culture | Crenshaw, Tanya L.; Chambers, Erin W.; Heeren, Cinda; Metcalf, Heather E. | Frontiers In Psychology | 2017 | Just over 10 years ago, we conducted a culture study of the Computer Science Department at the flagship University of Illinois at Urbana-Champaign, one of the top five computing departments in the country. The study found that while the department placed an emphasis on research, it did so in a way that, in conjunction with a lack of communication and transparency, devalued teaching and mentoring, and negatively impacted the professional development, education, and sense of belonging of the students. As one part of a multi-phase case study spanning over a decade, this manuscript presents preliminary findings from our latest work at the university. We detail early comparisons between data gathered at the Department of Computer Science at the University of Illinois at Urbana-Champaign in 2005 and our most recent pilot case study, a follow-up research project completed in 2016. Though we have not yet completed the full data collection, we find it worthwhile to reflect on the pilot case study data we have collected thus far. Our data reveals improvements in the perceptions of undergraduate teaching quality and undergraduate peer mentoring networks. However, we also found evidence of continuing feelings of isolation, incidents of bias, policy opacity, and uneven policy implementation that are areas of concern, particularly with respect to historically underrepresented groups.We discuss these preliminary follow-up findings, offer research and methodological reflections, and share next steps for applied research that aims to create positive cultural change in computing. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Qualitative, Program Evaluation | Case Study | NA | 10.3389/fpsyg.2017.00816 | https://doi.org/10.3389/fpsyg.2017.00816 |
| 10 | 39 | Course experiences of computing students with disabilities: Four case studies | Deibel, Katherine | SIGCSE'08: Proceedings Of The 39Th ACM Technical Symposium On Computer Science Education | 2008 | Inclusive education is the practice of making sure that all students of all abilities have positive learning experiences. The study presented in this paper explores the current state of inclusive practices in computing education by presenting four case studies of students with disabilities taking their first computing courses. Their experiences share many common themes that reveal insights into their college experiences and connect with current theories as to how to achieve inclusive education. New technologies, such as podcasting, for promoting inclusion axe also suggested. | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Students with Disabilities | Qualitative | Case Study | NA | 10.1145/1352322.1352288 | https://doi.org/10.1145/1352322.1352288 |
| 11 | 40 | Does Gender Matter? Women Talk about Being Female in College Computing Classes | Denner, Jill; Lyon, Louise Ann; Werner, Linda | Proceedings Of The Third Conference On Genderit | 2015 | A widely held belief among researchers and educators is that gender stereotypes keep women from pursuing IT—that a female identity is inconsistent with a positive computer science identity. As a result, many interventions aim to raise awareness about gender discrimination and bias, and online and school- and community-based groups offer support and mentoring for girls and women. However, not all female students use a gender lens to interpret their experience. In this paper, we use data from 70 women taking an introductory computer science class at either a university or community college to describe the different ways they think about how being female affects their interest or experience in computing classes. We use the findings to explore the conditions under which using a gender lens will undermine or enhance efforts to increase women's participation in computing fields. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Multi-institution | NA | Community Colleges | 10.1145/2807565.2807712 | https://doi.org/10.1145/2807565.2807712 |
| 12 | 43 | "Jiselle and the Royal Jelly": Power, conflict and culture in an interdisciplinary game design course | Dickey, Michele D. | International Journal Of Art & Design Education | 2010 | With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game-related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student-created game. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | NA | Case Study | NA | 10.1111/j.1476-8070.2010.01637.x | https://doi.org/10.1111/j.1476-8070.2010.01637.x |
| 13 | 47 | How an online women in technology group provides a locus of opposition | DuBow, Wendy M.; Kaminsky, Alexis | Computers In Human Behavior | 2019 | This paper analyzes conversation threads from a closed Facebook group for women in computing. The dataset contains more than 13,000 posts and spans five years during which time the group greatly expanded in membership. Drawing on research about online forums as well as the research on obstacles and supports for women in computing, the authors use qualitative analysis and take a feminist perspective to show the various ways in which the group provides a locus of oppositional discourse. This discourse highlights the systemic nature of exclusionary practices in the computing field at the secondary and post-secondary levels, providing a way for group members to see past individual circumstances and, thereby, find ways to oppose the cultures in which they live, study and work. Understanding how this oppositional discourse serves women, a group sorely underrepresented in the field of computing, can help identify promising levers for making the culture of computing more inclusive. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Multi-institution | NA | NA | 10.1016/j.chb.2019.05.006 | https://doi.org/10.1016/j.chb.2019.05.006 |
| 14 | 52 | Strategic Partnerships to Enhance Data Structures and Algorithms Instruction at HBCUs | Gosha, Kinnis; Kannan, Vinesh; Morgan, Lee; Huff, Earl W. | Proceedings Of The 2019 ACM Southeast Conference | 2019 | The lack of diversity in technical roles among Silicon Valley tech titans is well-documented. Recruitment efforts have increased at minority serving institutions, however passing technical interviews remains a barrier for students. According to several sources, having a strong command of data structures and algorithms is pivotal to success in many technical interviews. To provide students more practice in these areas, College A partnered with Company B to co-develop a course in advanced data structures and algorithms. The course was taught to 29 students in Spring 2018 using Product C, an online CS platform to assist the instructor with automated testing, plagiarism detection, and individual, targeted feedback. This experience report describes the co-development of the course, the execution of the course, and next steps for the partnership between College A and Company B. | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups | NA | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3299815.3314457 | https://doi.org/10.1145/3299815.3314457 |
| 15 | 58 | New Enactments of Mentoring and Activism: U.S. Women of Color in Computing Education and Careers | Hodari, Apriel K.; Ong, Maria; Ko, Lily T.; Kachchaf, Rachel R. | Proceedings Of The Tenth Annual Conference On International Computing Education Research | 2014 | In this paper we present themes from our National Science Foundation-funded projects, Beyond the Double Bind: Women of Color in STEM and Computing Beyond the Double Bind: Women of Color in Computing Education and Careers. The findings come from 14 interviews and 85 extant texts about 40 women of color. Our study contributes an analysis of how the intersection of gender and race affects career and education experiences in computing. We ask, What strategies work to enable U.S. women of color to achieve higher levels of advancement in computing education and careers? The findings bring to light new, emergent enactments of support, mentoring, and activism. This research will increase knowledge about success strategies to retain U.S. women of color, a population widely considered an untapped source of talent to fill the country's and the world's scientific workforce needs. The research may also provide other countries with new strategies to explore to retain and promote their underrepresented groups in computing. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Qualitative, Multi-institution | NA | NA | 10.1145/2632320.2632357 | https://doi.org/10.1145/2632320.2632357 |
| 16 | 61 | Changing attitudes about computing science at Historically Black Colleges and Universities: Benefits of an intervention program designed for undergraduates | Jackson, Jerlando F; L; Charleston, Lavar J; Gilbert, Juan E; Seals, Cheryl | Journal Of African American Studies | 2013 | The African American Researchers in Computing Sciences (AARCS) program aims to broaden the participation of African Americans from historically Black colleges and universities in the computing sciences at the faculty and research scientist levels. The AARCS program serves as a model that can be incorporated into larger programmatic endeavors at institutions of higher education to target African Americans and other underrepresented groups. This study highlights features of the program, presents key research questions and findings of the evaluation, and generates specific programmatic knowledge for those interested in interventions designed to increase the representation of African American computing scientists, as well as other scientific-related disciplines within higher education. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Multi-institution | Regression | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1007/s12111-011-9189-7 | https://doi.org/10.1007/s12111-011-9189-7 |
| 17 | 70 | In pursuit of a computing degree: Cultural implications for American Indians. | Kodaseet, Glenda G.; Varma, Roli | Journal Of American Indian Education | 2012 | While a number of challenges contribute to the American Indian population's disconnect from information technology (IT), the most glaring is the low number of American Indian students pursuing computer science (CS) studies -- a degree essential to IT's entry into and diffusion across communities. Yet, research is scant on factors that contribute to the low number of American Indians pursuing CS. This article employs cultural relevancy theory as a framework for defining the role of culture among the American Indian population and its impact on enrollment, retention, and degree completion in CS. Using data derived from in-depth interviews of 50 American Indian students at six Hispanic-serving Institutions (HSIs) and Tribal colleges and universities (TCUs), this article examines these students' experiences in CS programs. It shows slightly more than half of the students experienced different types and levels of conflicts between their culture and a career in CS. This was the case more with American Indian students attending HSIs than TCUs. The study suggests that increasing the number of American Indians attaining a CS degree hinges on (1) the expansion of CS programs at TCUs, (2) HSIs embracing and responding to American Indian cultural knowledge, perspectives and responsibilities, and (3) greater collaboration between TCUs and HSIs. [ABSTRACT FROM AUTHOR] | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Underrepresented Racial/Ethnic Groups, Native American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | https://www.jstor.org/stable/43608621 | https://www.jstor.org/stable/43608621 |
| 18 | 72 | The Effectiveness of Visualization for Learning Expression Evaluation | Kumar, Amruth N. | Proceedings Of The 46Th ACM Technical Symposium On Computer Science Education | 2015 | A controlled study was conducted to evaluate the effectiveness of providing visualization as part of feedback in a problem-solving software tutor on arithmetic expression evaluation. Data was collected over six semesters from multiple institutions. ANOVA analysis of the collected data was conducted in three stages. Statistically significant results include that visualization helped students learn more concepts; visualization did not improve the speed of learning; the benefits of visualization accrued primarily to less-prepared students; and visualization may affect different demographic subgroups differently. Incidental results include that there was no difference among demographic groups (male/female, traditional/underrepresented, Computer Science/non-CS) in the number of concepts learned using the software tutor, although some groups (female, underrepresented) were less-prepared before using the tutor than their counterparts, and some groups learned concepts with fewer practice problems (male, traditionally represented) than their counterparts. Concurrence of the results obtained whether the analysis was conducted based on pre-condition (need) or post-condition (benefit) of using the tutor strengthens the claims made as a result of this study. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Experimental, Multi-institution, Program Evaluation | ANOVA | Community Colleges | 10.1145/2676723.2677301 | https://doi.org/10.1145/2676723.2677301 |
| 19 | 77 | Investigation into gender perception toward computing: A comparison between the U.S. and India | Laosethakul, Kittipong; Leingpibul, Thaweephan; Coe, Thomas | International Journal Of Information And Communication Technology Education | 2010 | A potential explanation for the decline of female participation in computing-related education and careers in the United States is the perception that computing is for males. In this regard, declining participation limits diversity in the computing-related workforce. Therefore, this paper investigates the impact of two psychological factors, computer anxiety and computer self-efficacy, on gender perception toward computing between American male and female students. The authors also investigate whether the same relationship is found in India, where, while computing is dominated by males, female participation is rapidly increasing due to global IT outsourcing. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Multi-institution | NA | NA | 10.4018/jicte.2010100103 | https://doi.org/10.4018/jicte.2010100103 |
| 20 | 78 | Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1 | Latulipe, Celine; Rorrer, Audrey; Long, Bruce | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | We present results of a college wide undergraduate retention study tracking student retention in computing, comparing students who experience a flipped, active learning version of CS1 against those who experience a traditional lecture and lab version of CS1. We examine demographic subgroups to understand retention differences between sexes and racial/ethnic groups. Specifically, we examine which students exit computing majors in the semester immediately after taking CS1, and those who leave following one academic year. This allows us to focus on how the immediate experience of the CS1 teaching approach impacts desire to continue in computer science during the critical first year in CS. Our dataset includes 698 CS majors who took CS1 in either the flipped or traditional style, between Fall 2013 and Fall 2016, at a large, comprehensive, urban research university in the US. Our results show that women were less likely to switch majors after taking the flipped version than after taking the traditional version. Conversely, male students were more likely to be retained following the traditional course, and less likely to be retained following the flipped course. Performance of CS majors in CS1, as measured by DFW rates, is statistically higher in the flipped classes than performance in the traditional classes. One-year retention in the major for under-represented groups (women and racial minorities) was higher in the flipped classes for new freshmen taking CS1, but not for transfer students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Longitudinal | NA | NA | 10.1145/3159450.3159518 | https://doi.org/10.1145/3159450.3159518 |
| 21 | 83 | "I Don't Code All Day": Fitting in Computer Science When the Stereotypes Don't Fit | Lewis, Colleen M.; Anderson, Ruth E.; Yasuhara, Ken | Proceedings Of The 2016 ACM Conference On International Computing Education Research | 2016 | Stereotypes of computer scientists are relevant to students' performance and feelings of belonging. While efforts exist to change these stereotypes, we argue that it may be possible to challenge a student's belief that stereotypes of computer scientists are relevant to whether they can become a computer scientist. In our previous work, we presented a model of five factors that influence students' decisions to major in computer science (CS). Data were collected from interviews with 31 students enrolled in introductory CS courses at two public universities in the United States. Here we elaborate on our grounded theory of one of these factors: how students assess their fit with CS. We describe how students measure their fit with CS in terms of the amount they see themselves as expressing the traits of singular focus, asocialness, competition, and maleness and how students make interpretations and decisions based upon these measurements. We found that students' interpretations were influenced by their attitudes toward the nature of stereotypes. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Multi-institution | NA | NA | 10.1145/2960310.2960332 | https://doi.org/10.1145/2960310.2960332 |
| 22 | 88 | Multi-institution study of student demographics and outcomes in electrical and computer engineering in the USA | Lord, Susan M.; Layton, Richard A.; Ohland, Matthew W. | IEEE Transactions On Education | 2015 | Electrical Engineering (EE) and Computer Engineering (CpE) programs have similar curricula, but different demographics and student outcomes. This paper extends earlier longitudinal studies to a larger and more diverse dataset with 90,000 first-time-in-college and 26,000 transfer students who majored in engineering at USA institutions, including students who started in first-year engineering programs, those switching majors, and those transferring from other institutions. Black men and women and Asian men in engineering are strongly attracted to EE when they start in college. Black students and Asian and Hispanic men are attracted to CpE more than other engineering disciplines, but at lower rates than EE. Asian students have the highest graduation rates in EE. EE students are much more likely to graduate than CpE students. Compared to other engineering disciplines, CpE graduation rates are low for women of all races/ethnicities and Black men. Both EE and CpE lose many of those starting the programs, but switchers and transfers compensate for some of the loss. Considering Asian students and White men, switching to EE accounts for the high attrition rate from CpE, but attrition in other populations cannot be explained so easily. Trajectories of student enrollment differ by race/ethnicity. The approach used here could serve as a model for other fields studying their own demographic distributions. | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Longitudinal, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1109/TE.2014.2344622 | https://doi.org/10.1109/TE.2014.2344622 |
| 23 | 89 | Chutes and Ladders: Institutional Setbacks on the Computer Science Community College Transfer Pathway | Lyon, Louise Ann; Denner, Jill | ACM Trans. Comput. Educ. | 2019 | Community colleges play a large role in educating students who are historically underrepresented in computer science (CS), including women, Latino men, and Black men, as well as post-traditional (older or working) students. In spite of this, there is a dearth of research on the institutional factors that influence whether or not community college students who are enrolled in CS classes and who express an interest in transferring and completing a bachelor’s degree in the field persist. The overused “pipeline” metaphor, which indicates a supply-side lack, has been replaced by many with that of a “pathway.” However, the “pathway” image suggests a general forward-moving trend that can be misleading. In this work, we draw from qualitative interviews with 14 CS students from groups traditionally underrepresented in the field who have studied introductory computer programming at a community college to investigate the following question: “What are the institutional barriers along a CS bachelor’s degree track that includes community college?” Our findings indicate that there are three categories of institutional barriers along the transfer pathway: setbacks that hinder student progression forward, discontinuities in which students leave and re-enter the pathway, and departures in which students leave computer science and/or leave college altogether. We describe specific examples of each and introduce the idea of student movement as a game of “chutes and ladders,” a convoluted trail where students can slide backwards or off the path (chutes), necessitating the implementation of targeted institutional supports that can boost student progress forward (ladders). We suggest institutional interventions that can help students facing each type of barrier to continue on course through community college and transfer to a four-year university. | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Qualitative, Multi-institution | NA | Community Colleges | 10.1145/3294009 | https://doi.org/10.1145/3294009 |
| 24 | 90 | From Midshipmen to Cyber Pros: Training Minority Naval Reserve Officer Training Corp Students for Cybersecurity | Mack, Naja A.; Womack, Kevin; Huff Jr., Earl W.; Cummings, Robert; Dowling, Negus; Gosha, Kinnis | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | Computing is not only a fundamental part of our daily lives - our national security depends on it. It is essential that members of the Reserve Officer Training Corps (ROTC) be well-versed in computing techniques designed to combat cyber-attacks that continually improve in sophistication and frequency levels. Through computer science education, prospective military leaders are being taught the critical and analytical thinking skills necessary to address these threats. This paper outlines and discusses how underrepresented minority Naval Reserve Officer Training Corps (NROTC) midshipmen, with the majority having little-to-no programming skills or background, were taught the foundational aspects of computer science and exposed to specific cybersecurity concepts in a 15-week program. The program produced many insightful outcomes, one being the development of a tool that collected and analyzed publicly available social media data through the application of data mining algorithms and techniques. Additionally, interviews, which were conducted upon the completion of the program, documented notable findings on the program's effectiveness and on key concepts for teaching computer science to minority beginners. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3287324.3287500 | https://doi.org/10.1145/3287324.3287500 |
| 25 | 91 | Creating a More Equitable CS Course through Peer-Tutoring | Made, Adamou Fode; Hasan, Abeer | J. Comput. Sci. Coll. | 2020 | This paper describes the effects of a newly implemented peer-tutoring program at Humboldt State University. While the overall benefit of tutoring in students' learning is documented in research, we aim to look into the impact peer tutoring has in closing achievement gaps and creating a more inclusive learning environment. We collected and analyzed three semesters worth of students' data. Statistical methods were used to test whether tutoring improves students' success rate in one of our gateway and bottleneck courses - Computer Science Foundations 2. Our analyse suggest that the peer tutoring program has narrowed the achievement gap for Underrepresented Groups (URGs), Pell-Grant recipients, Females, and First-Generation students. Overall, tutored students had a success rate that is 17% higher than untutored ones.Key words: CS1, CS2, Improving Student Success Rate, CS Education, URGs, Peer Tutoring. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, First-generation Students | NA | Chi-square/Contingency Table, Confidence Interval | Minority Serving Institutions, Hispanic Serving Institutions | 10.5555/3417699.3417704 | https://doi.org/10.5555/3417699.3417704 |
| 26 | 92 | The Effect of Peer Tutoring in Reducing Achievement Gaps: A Success Story | Made, Adamou Fode; Hasan, Abeer; Burgess, Scott; Tuttle, David; Soetaert, Nick | J. Comput. Sci. Coll. | 2019 | We describe the effects of three semesters of a newly implemented peer tutoring program at Humboldt State University, which is classified as a Hispanic-Serving Institution. The peer tutoring program narrowed the gap between Under-Represented Groups (URGs), Pell Grant recipients, Females and First-Generation students versus the overall student population. Statistical methods were used to test whether tutoring has helped to reduce this gap. Our results suggest that tutoring not only shrunk the achievement gap but it reduced the failure rate over 50%. | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Latinx/Hispanic, First-generation Students | NA | Chi-square/Contingency Table | Minority Serving Institutions, Hispanic Serving Institutions | 10.5555/3381540.3381546 | https://doi.org/10.5555/3381540.3381546 |
| 27 | 101 | Hello Research! Developing an Intensive Research Experience for Undergraduate Women | Menzel, Suzanne; Siek, Katie A.; Crandall, David | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | This paper describes the design and implementation of a three-day intensive research experience (IRE) workshop for undergraduate women in Computer Science. Expanding on a model pioneered at Carnegie Mellon University, we developed and piloted a regional variant called HelloResearch at Indiana University. Participants were actively recruited from our own and neighboring states. Industry partners provided travel scholarships for low-income and first-generation college students, people with disabilities, and students at Historically Black Colleges and Universities (HBCUs) across the country. The primary goal of HelloResearch was to encourage the pursuit of research careers, enabling participants to reach the highest levels of leadership in their fields. In this paper, we report on the demographics of our 92 participants, outline best practices to ensure an authentic short-term research experience for the students, describe our assessment plans, and share our survey instruments to assist others in jump-starting their own regional workshops. | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Students with Disabilities, First-generation Students | Multi-institution | NA | Community Colleges, Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3287324.3287493 | https://doi.org/10.1145/3287324.3287493 |
| 28 | 102 | Diversity Across a Decade: A Case Study on Undergraduate Computing Culture at the University of Illinois | Metcalf, Heather E.; Crenshaw, Tanya L.; Chambers, Erin Wolf; Heeren, Cinda | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | While we celebrate the dramatic increase in women's undergraduate enrollment at computer science programs around the country, to see this surge translate into career-long outcomes, we cannot ignore ongoing gendered and racialized disparities in computing, particularly as they relate to a student's sense of belonging. Even in times of high enrollment, fostering a sense of belonging cannot occur just through ad-hoc methods, the goodwill of a few faculty, or a standalone mentoring program. Policies and structures must be put into place and enacted holistically. We report on a multi-phase, 10-year case study of undergraduate student experiences at the University of Illinois (2007, n=61; 2017, n=339). Our 2017 study explores the policies and structures enacted over a decade and their impact on departmental culture. We report on three areas: i) Inclusive classroom experiences; ii) Quality of mentorship opportunities; iii) Student sense of identity. While there have been significant departmental improvements, there are some cultural, policy, and structural issues to be addressed in order to foster a sense of belonging and success for all students. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | NA | NA | NA | 10.1145/3159450.3159497 | https://doi.org/10.1145/3159450.3159497 |
| 29 | 107 | Methodology for Successful Undergraduate Recruiting in Computer Science at Comprehensive Public Universities | Morreale, Patricia; Kurkovsky, Stan; Chang, George | Proceedings Of The 40Th ACM Technical Symposium On Computer Science Education | 2009 | This paper presents a methodology for increasing undergraduate Computer Science (CS) major enrollment at comprehensive public universities, particularly those that have first generation college students or students from underrepresented populations in professional computer science in the United States. While there has been significant prior discussion of undergraduate recruiting to increase major enrollment in CS, this is the first identification of a systematic approach to recruiting distinct undergraduate student populations into the CS major. Nationally, highly selective and selective universities and colleges have worked within their student populations to increase major enrollments, while CS departments at comprehensive public universities primarily focused on regional recruiting have also worked to identify and increase CS major enrollments. The approach outlined here addresses regional recruiting for undergraduate majors in CS and has been used at two public universities. The resulting methodology serves as a template for any department or faculty member seeking to increase undergraduate enrollment in CS. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | First-generation Students | NA | NA | NA | 10.1145/1508865.1508900 | https://doi.org/10.1145/1508865.1508900 |
| 30 | 111 | Minority Student Learning with an Interactive Textbook in an Introductory Computer Science Course | Okpalaeze, Azubike; Primo, Abena | J. Comput. Sci. Coll. | 2018 | Interactive textbooks are becoming more popular with college level faculty. However, quantitative experiments on how each interactive textbook product performs in the classroom are still difficult to find. It is even more difficult to find studies on how interactive textbooks affect students from minority backgrounds. In this work, we seek to provide quantitative evidence of how using an interactive textbook product affects minority student performance in an introduction to computer science course. In our analysis, we compared student performances with the interactive textbook to student performances where students used a traditional textbook. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Experimental | NA | NA | 10.5555/3199572.3199575 | https://doi.org/10.5555/3199572.3199575 |
| 31 | 114 | The experiences of women in computer science: The importance of awareness and communication | Parviainen, Mia L | Human Architecture : Journal Of The Sociology Of Self - Knowledge | 2008 | For years, researchers have been discussing why there are fewer women than men enrolled in computer science programs. By comparing previous studies with a new set of data, in the form of interviews, this study examines the effects of a variety of influences, including parents, educators, and stereotypes. This project is a part of a combined directed study in writing and undergraduate honors thesis, which began in the spring of 2006, and ended in December. The final product is a document that is over 80 pages in length. This is an abridged form of the original document, summarizing some of the more prominent sections. Women studying computer science are affected by a number of factors that influence their decision making and retention in programs. Some factors, such as initial programming classes, have had the same effect from the past decade to the present. Other factors have changed over the course of time. Interaction with classmates has become a factor that is more commonly cited as important to women. Perceptions of computer science were another changing factor, mainly because the field has changed dramatically within a short period of time. By openly and honestly exploring how a variety of factors affect women in computer science, this study reaches a number of conclusions. First, it highlights the need for continued research. As time passes, these factors will change in function and importance. Additionally, there is a need for awareness and communication in the computer science field. Awareness comes in the form of making sure that everyone who is connected with the computer science field understands what is going on in the field itself and with women in that field. Without awareness, little can change. Communication requires increased interaction between faculty and students so that a better learning environment can be fostered. In the end, greater awareness and communication will not only benefit women; they will make the computer science field a more inclusive environment for all who are involved. [PUBLICATION ABSTRACT] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Multi-institution | NA | NA | https://scholarworks.umb.edu/humanarchitecture/vol6/iss4/11/ | https://scholarworks.umb.edu/humanarchitecture/vol6/iss4/11/ |
| 32 | 123 | Information Systems in the Community: A Summer Immersion Program for Students from Historically Black Colleges and Universities (Hbcus) | Quesenberry, Jeria; Weinberg, Randy; Heimann, Larry | Proceedings Of The 2013 Annual Conference On Computers And People Research | 2013 | Interest in information technology (IT) careers, in general, remains flat among college students and interest among women and non-majority students has even declined in recent years. Further, many researchers have expressed concern that students are ill-equipped to address many of the human, social, and ethical issues that typically arise in a technical context. At the same time, there is a growing body of work that suggests service-learning initiatives benefit all students, particularly women and minority students, in terms of stronger skill preparation and sense of collective belonging. The objective of this paper is to describe a six-week summer service-learning program aimed at addressing the under representation of African American students in the IT field. We found that the students experienced two significant outcomes: exposure to the skills necessary to enter the IT profession (e.g., project management, technical, and teamwork abilities); and participation in professional development opportunities that fostered a sense of belonging in the field. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/2487294.2487313 | https://doi.org/10.1145/2487294.2487313 |
| 33 | 126 | The Intersectional Experiences of Black Women in Computing | Rankin, Yolanda A.; Thomas, Jakita O. | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | Efforts to broaden participation in computing have led to gender-focused interventions intended to increase the number of women in the field of computing. However, such efforts have failed to significantly increase the percentage of Black women in computing. For example, only 1% of the 28,884 bachelortextquotesingle s degrees in computing were awarded to Black women in 2018. Moreover, too few empirical studies have intentionally explored the lived experiences of Black women, an often overlooked and understudied population in the computing ecosystem. In this paper, we introduce intersectionality - the complex overlap of socially constructed identities such as race, gender, class, sexuality, etc. - as a theoretical framework and springboard for exploring the lived experiences of Black women in computing. We interview 14 Black women in various stages of the computing ecosystem (undergraduate students, graduate students and early career professionals) to understand how intersectionality influences their ability to persist in computing. Preliminary findings from the analysis of the 14 interviews provides insights into how the interlocking systems of oppression (i.e., gendered racism) play out in computing education and negatively impact the recruitment and retention of Black women in the field of computing. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Community Colleges, Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3328778.3366873 | https://doi.org/10.1145/3328778.3366873 |
| 34 | 127 | Leveraging Food to Achieve 100% Student Retention in an Intro CS Course | Rankin, Yolanda A.; Thomas, Jakita O. | J. Comput. Sci. Coll. | 2016 | This paper examines how food-focused activities have influenced African American female students' development of algorithmic thinking. We have developed the It's All in the Mix food module as part of an introductory Computer Science (CS) course at an all-female liberal arts college. It's All in the Mix currently consists of a set of integrated food activities that expose students to algorithmic thinking — the ability to design, implement, adapt and assess algorithms. Utilizing recipes as exemplars of algorithms, It's All in the Mix bridges the gap between African American female students' enactment of algorithms in everyday settings and algorithms in an introductory CS course. Consequently, we achieve 100% retention of African American female students enrolled in the introductory CS course. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | NA | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.5555/3015063.3015083 | https://doi.org/10.5555/3015063.3015083 |
| 35 | 130 | StitchFest: Diversifying a College Hackathon to Broaden Participation and Perceptions in Computing | Richard, Gabriela T.; Kafai, Yasmin B.; Adleberg, Barrie; Telhan, Orkan | Proceedings Of The 46Th ACM Technical Symposium On Computer Science Education | 2015 | While coding competitions and hackathons have steadily increased in number, few women participate. Because these public events present viable opportunities to broaden participation in computing, we designed the theme to focus on "Wear & Care" and collaborative arrangements in a hardware hackathon, called StitchFest, in which 33 undergraduate and graduate students used the LilyPad Arduino to design wearables. Our analysis focused on the interviews conducted with eight female and seven male college participants to understand how targeted recruitment, thematic framing, space arrangements, kinds of materials and material distribution impacted participation and perception. We discuss what we learned about setting a thematic focus and fostering collaborative learning in coding competitions for broadening participation in computing. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative | NA | NA | 10.1145/2676723.2677310 | https://doi.org/10.1145/2676723.2677310 |
| 36 | 137 | Dwindling Number of Female Students: What Are We Missing? | Saulsberry, Donna | Proceedings Of The 13Th Annual Conference On Information Technology Education | 2012 | There is a common agreement among researchers that women are under-represented in both 2-year and 4-year collegiate computer study programs. In spite of twenty years of research, the number of women graduating with computer degrees continues to decline, suggesting that perhaps there are causal factors that have not been identified. This paper describes an alternate approach; asking a group of female students who are pursuing a computer technology degree at a community college to describe experiences which have affected their academic success. A significant finding was that the women struggled to understand the [deductive] problem solving method used by the instructors and the pace of the classes made it difficult for them to work out their own problem solving approach. (This paper is taken from a broader dissertation which explored other facets of the women's experiences as well.) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative | NA | Community Colleges | 10.1145/2380552.2380616 | https://doi.org/10.1145/2380552.2380616 |
| 37 | 147 | Building online social networks to engage female students in information systems | Shah, Jaymeen R.; Lee, Hsun-Ming | International Journal Of Web-Based Learning And Teaching Technologies | 2015 | During the next decade, enrollment growth in Information Systems (IS) related majors is unlikely to meet the predicted demand for qualified IS graduates. Gender imbalance in the IS related program makes the situation worse as enrollment and retention of women in the IS major has been proportionately low compared to male. In recent years, majority of high school and college students have integrated social networking sites in their daily life and habitually use these sites. Providing female students access to role models via an online social network may enhance their motivation to continue as an IS major and pursue a career in IS field. For this study, the authors follow the action research process--exploration of information systems development. In particular, a Facebook application was developed to build the social network connecting role models and students. Using the application, a basic framework is tested based on the gender of participants. The results suggest that it is necessary to have adequate number of role models accessible to students as female role-models tend to select fewer students to develop relationships with a preference for female students. Female students likely prefer composite role models from a variety of sources. This pilot study yields valuable lessons to provide informal learning fostered by role modeling via online social networks. The Facebook application may be further expanded to enhance female students' interests in IS related careers. | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Students with Disabilities | NA | T-test, Chi-square/Contingency Table | NA | 10.4018/IJWLTT.2015100103 | https://doi.org/10.4018/IJWLTT.2015100103 |
| 38 | 159 | Gender neutrality improved completion rate for all | Svedin, Maria; Bälter, Olle | Computer Science Education | 2016 | The purpose of the present study was to investigate if we could improve retention by redesigning an online programming course from a gender perspective, while maintaining the focus on preferable and sustainable learning approaches. The study builds on results from an earlier study that investigated the relationship between approaches to learning and course completion and involves 1067 students that responded to the short version of the Approaches and Study Skills Inventory for Students (ASSIST) in 2010, 2012 and 2013. Three principles for course material design were identified; "gender neutral and non-biased messages," "emphasize the interdisciplinary approach" and "link to everyday examples." Responses to ASSIST were analysed in relation to performed changes in the course literature from a gender perspective. The probability to complete the course increased with 7% points for all students, in particular for men, and decreased for students with a high score in surface approach to learning, especially among women. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | NA | Correlation, Regression | NA | 10.1080/08993408.2016.1231469 | https://doi.org/10.1080/08993408.2016.1231469 |
| 39 | 162 | Understanding undergraduate teaching assistants' perspectives on inclusive pedagogy in introductory computing courses | Tari, Mina; Annabi, Hala; Ko, Andrew | Proceedings Of The 2019 Research On Equity And Sustained Participation In Engineering, Computing, And Technology (RESPECT) | 2019 | Computing-related introductory courses have significant barriers for underserved identities, leading to drastically low participation. One role shown to mitigate barriers are peer mentors and teaching assistants (TAs). We specifically explore the role of undergraduate TAs in introductory courses, whose near-peer status could be more impactful than graduate TAs. Our informal pilot study explores undergraduate TAs' concerns about incorporating diversity and inclusion principles into their pedagogical practice in an introductory information science course. Additionally, we describe how future work will be shaped by sociocultural learning sciences and individual differences approaches. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Low-income Students | NA | NA | NA | 10.1109/RESPECT46404.2019.8985811 | https://doi.org/10.1109/RESPECT46404.2019.8985811 |
| 40 | 164 | How faculty negotiate | Thiry, Heather; Hug, Sarah | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | This paper builds from over a decade of engagement with an equity-focused initiative, the Computing Alliance for Hispanic Serving Institutions, an effort to both transform and supplement the educational experiences of computing students attending HSIs. This grassroots effort engages faculty, primarily department chairs in computer science and computer engineering programs at Hispanic-serving Institutions, in developing and implementing research-based educational practices to support the recruitment, retention, and advancement of Hispanics in computing fields. While we have addressed how CAHSI activities influence student experiences in becoming computer scientists in other work [1,2,3] we turn to the faculty to understand how faculty at Hispanic Serving Institutions act on their roles as educators at institutions with traditions of inclusive missions in a technical field. The research questions that direct the paper are: How do faculty perceive their role in educating underrepresented students in STEM? How do institutional contexts and current events in computing education constrain and support faculty action towards equitable practice in computing? | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Underrepresented Racial/Ethnic Groups, Latinx/Hispanic | Qualitative, Multi-institution, Program Evaluation | NA | Minority Serving Institutions, Hispanic Serving Institutions | 10.1145/3287324.3287388 | https://doi.org/10.1145/3287324.3287388 |
| 41 | 166 | Attracting women to the CS major | Tillberg, Heather K; J McGrath Cohoon | Frontiers | 2005 | Tillberg and Cohoon focus on an undergraduate student demographic in their analysis of focus group data from institutions across the US to explore women's overall under-representation in undergraduate computer science programs nationally. Most of the participating students initially felt attracted to computing by the positive introductions they got from parents, teachers, courses, work, and play; by a perceived match between the requirements of the discipline and their own abilities and interests; and by their expectations of rewarding careers that offer flexibility and interaction with other people. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Multi-institution | NA | NA | 10.1353/fro.2005.0016 | https://doi.org/10.1353/fro.2005.0016 |
| 42 | 167 | How the grantsperson identity of HBCU computer science faculty shape efforts to broaden the participation of Black people in tech | Toldson, Ivory A.; Mugo, Mercy; Wofford, Nyla | Journal Of Negro Education | 2020 | A “grantsperson” is a ubiquitous, elusive and debated identity in higher education that describes a person who is proficient in competing for external funding to support research and programs. Historically Black colleges and universities (HBCUs) receive less revenue for computer science research and programs, which could have consequences for national efforts to broaden the participation of Black people in tech. The purpose of this investigation is to explore the grantsperson identity among HBCU computer science faculty and how it shapes the experiences of Black computer science students. This research is based on the findings of focus groups that explored HBCU computer science professors’ experiences with pursuing external funding including factors that facilitated and/or inhibited the process. Participants included faculty with diverse perspectives and institutional experiences representing 15 HBCUs from eight states and the District of Columbia. The findings of this study provided six themes, which can be used to create a profile of an HBCU-based computer science grantsperson. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.7709/jnegroeducation.88.3.0199 | https://doi.org/10.7709/jnegroeducation.88.3.0199 |
| 43 | 172 | Gender and the pipeline metaphor in computing | Varma, R.; Hahn, H. | European Journal Of Engineering Education | 2008 | Using the pipeline metaphor as the conceptual framework, the current paper presents gender differences in computer science (CS) and computer engineering (CE) students' study aspirations in elementary and high schools, the extent to which they hold a study-related job while in college and their career aspirations after graduating from college. It highlights some of the weak joints of the pipeline and suggests a number of implications to improve representation of women in computing field. It is based on 150 interviews with undergraduate male and female students belonging to five major ethnic/racial categories (White, African-American, Hispanic, Asian American, Native American) from seven institutions in the USA. (Contains 3 tables.) | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students | Multi-institution | NA | NA | 10.1080/03043790701745936 | https://doi.org/10.1080/03043790701745936 |
| 44 | 173 | Why so few women enroll in computing? Gender and ethnic differences in students' perception | Varma, Roli | Computer Science Education | 2010 | Women are seriously under-represented in computer science and computer engineering (CS/CE) education and, thus, in the information technology (IT) workforce in the USA. This is a grim situation for both the women whose potential remains unutilized and the US society which is dependent on IT. This article examines the reasons behind low enrollment of women in CS/CE education at institutions of higher education. It is based on 150 in-depth interviews of female and male undergraduate students majoring in CS/CE, members of five major ethnic groups (White, Afro-American, Hispanic, Asian American and Native American) from seven Minority-Serving Institutions in the USA. The article finds bias in early socialization and anxiety toward technology as two main factors responsible for the under-representation of women in CS/CE education. It further shows significant gender and ethnic differences in students' responses on why so few women enroll in CS/CE. (Contains 5 tables.) | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Latinx/Hispanic, Native American Students | Qualitative, Multi-institution | Chi-square/Contingency Table | Minority Serving Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | 10.1080/08993408.2010.527697 | https://doi.org/10.1080/08993408.2010.527697 |
| 45 | 174 | Gender differences in factors influencing students towards computing | Varma, Roli | Computer Science Education | 2009 | This paper examines students' pre-college experience with computers. It finds significant gender differences in how students develop interest in computers; exposure to computers at home; availability of computers in high schools; and high-school preparations for college study in a computing field. The paper has a number of implications to improve the digital divide for women. It is based on 150 in-depth interviews of female and male undergraduate students, members of five major ethnic/racial groups (White, Afro-American, Hispanic, Asian American, and Native American) from seven institutions in the USA. (Contains 4 tables.) | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Latinx/Hispanic, Native American Students | Qualitative, Experimental, Multi-institution | Chi-square/Contingency Table | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | 10.1080/08993400902819006 | https://doi.org/10.1080/08993400902819006 |
| 46 | 175 | Decoding the female exodus from computing education | Varma, Roli | Information, Communication & Society | 2007 | This study uses primary empirical data to better understand women's reasons for leaving undergraduate computer science and computer engineering education programs. It draws on social control theory to integrate student perspectives with structural considerations, demonstrating how secondhand knowledge of comparatively infrequent negative experiences achieves substantial immediacy and veracity among women students en masse, thereby contributing to increased attrition. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Gender | Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | 10.1080/13691180701307396 | https://doi.org/10.1080/13691180701307396 |
| 47 | 176 | Attracting Native Americans to computing | Varma, Roli | Commun. ACM | 2009 | IntroductionIn the last two decades, the racial/ethnic composition of those earning computer science (CS) bachelor's degrees has changed in the U.S. Between 1985 and 2005, the proportion of CS bachelor's degrees awarded to White students declined from 80% to 55%. The proportion awarded to Asians increased from 5% to 12%, to Afro-Americans from 6% to 11%, to Hispanics from 3% to 6%, and to American Indians/Alaska Natives (hereafter Native Americans) from 0.4% to 0.5%. Despite this slight increase, the number of Native Americans pursuing a bachelor's degree in CS has been low compared to their population as well as to other minorities.Unique historical, economic, and cultural factors set Native Americans apart from the rest of students. The way in which they have experienced modern education, economic conditions under which they live, and distinct cultural traditions they maintain while meeting the expectations of the main stream educational system all play a role in how well Native American students will perform in CS studies. The arrival of Europeans to the U.S. in 1492 marked the assignment of inferior status to Native Americans in comparison with the White race. Historically, Native American education has been addressed as a quandary, as an issue that must be "fixed" by a third party, for example, by the dominant White culture. The U.S. government formed off-reservation boarding schools to assimilate Native Americans to the dominant culture. Because Native Americans were not considered citizens of the United States, they were forced to remain in these boarding schools. When the U.S. government granted citizenship to Native Americans born within the territorial limits of the United States in 1924, they were allowed to attend regular public schools. Nevertheless, many public schools were geographically inaccessible to Native Americans, and they continued to use the Bureau of Indian Affairs (BIA) school system.Economically, Native American students tend to be consigned to high poverty and rural elementary and high schools, and thus remain at a disadvantage both at home and in schools, with regard to access higher education. Out of 2.5 million Native Americans, almost 500,000 live on more than 300 reservations and trust lands. Only six out of approximately 550 tribes have more than 100,000 persons each, and four tribes have populations of at least 50,000 each; most tribes have populations less than 10,000. Even when Native Americans are not isolated by the remoteness of reservations and size of communities, they face hard economic conditions. For instance, many Native Americans live in poverty compared to the total population. In 1999, the poverty rate of Native Americans was almost 26% compared with the poverty rate of 12% for the U.S. total population. The median family income and per capita income of Native Americans was $33,144 and $12,893 compared with $50,046 and $21,587 for the total population, respectively. Poverty and isolation translate into many other constraints such as health problems, learning disabilities, and alcoholism. Such economic inequalities give rise to less access to and thus success in higher education especially in science and engineering fields including CS.Culturally, Native Americans maintain tribal traditions, values, and languages. They have humanistic and holistic approaches of learning and knowledge that emphasize the importance of grasping the big picture before studying particular subjects. They consider independence, individualism, and competitiveness somewhat taboo and deem generosity, sharing, harmony and group-oriented learning environments to be more important. Science and engineering curriculum and instructions are based on the philosophy of secularism, reductionism, and compartmentalization. The cultural discontinuity experienced by Native Americans in institutions of higher education is seen as creating obstacles for them to do well in science and engineering fields, including CS.Despite above circumstances, many Native Americans do well in CS education. This paper considers some factors that drive Native Americans to major in CS and succeed (or not) in completing the degree. It is based on in-depth interviews conducted with 50 Native American male and female undergraduate students who were majoring in CS at six Hispanic-Serving Institutions (HSIs; the Hispanic enrollment must be at least 25% of the total student enrollment) or Tribal Colleges and Universities (TCU; the Native American students' enrollment must be 50% of the total student enrollment) in 2004-2005. There are about 30 TCUs in the United States, most of which are located on Indian reservations, and about 200 HSIs, which are spread throughout the country. For consistency in data collection, the author conducted all interviews, which were recorded, subsequently transcribed, and inserted in Nvivo software for analysis. Two independent coders coded the data for reliability and validity. Though there were slightly more students interviewed from HSIs, the total count of male and female students for this study is the same. | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Native American Students, Students with Disabilities | Qualitative, Multi-institution | NA | Minority Serving Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | 10.1145/1536616.1536650 | https://doi.org/10.1145/1536616.1536650 |
| 48 | 177 | Gender differences in students' experiences in computing education in the United States | Varma, Roli; Hahn, Heiko | International Journal Of Engineering Education | 2007 | This paper presents the experiences and perceptions of undergraduate computer science and computer engineering students from Minority Serving Institutions with regard to the classes, teachers, academic advisors, and teaching assistants within their programs. It is based on 150 in-depth interviews with female and male students, members of five major ethnic/racial groups (White, Black, Hispanic, Asian, and American Indian). It shows that significant differences exist between female and male students with respect to their perceptions of classes, teachers, and advisors. Both male and female students noted their dissatisfaction with teaching assistants. The paper concludes with suggestions regarding policy directions to improve the situation for female students. | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students | Qualitative, Multi-institution | Chi-square/Contingency Table | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | https://inesweb.org/files/IJEE%20CS%20Program.pdf | https://inesweb.org/files/IJEE%20CS%20Program.pdf |
| 49 | 178 | Importance of gender homophily in the computer science classroom. | Varma, Roll; Lafever, Marcella | IEEE Technology & Society Magazine | 2007 | The article presents a study on the impact of gender homophily on computer science (CS) classes in the U.S. Women's experience in CS classrooms is believed to be influenced by particular communication behaviors. Such influence is found to affect women's interest in such subject, as previous studies revealed a declining number of women who earned bachelor's degrees in CS. Gender differences are inferred to result to a negative interpersonal relationship and meaningless communication between sexes. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender | Multi-institution | Chi-square/Contingency Table, Regression | Minority Serving Institutions, Hispanic Serving Institutions | 10.1109/MTAS.2007.371281 | https://doi.org/10.1109/MTAS.2007.371281 |
| 50 | 181 | Improving undergraduate student performance in computer science at Historically Black Colleges and Universities (HBCUS) through industry partnerships | Washington, A. Nicki; Burge, Legand; Mejias, Marlon; Jean-Pierre, Ketly; Knox, Qi'Anne | Proceedings Of The 46Th ACM Technical Symposium On Computer Science Education | 2015 | While computer science (CS) continues to permeate every aspect of society, the number of high-school students that are adequately prepared to enroll in university computer science programs is declining. To address the nation's needs it is clear that the retention rates of underrepresented minorities in CS programs across the country must increase, including the instruction and retention of students at Historically Black Colleges and Universities (HBCUs). At the university, a multi-phased program was developed that first partnered the department with Google to develop a unique program that incorporated Google software developers and undergraduate students, as well as course restructuring to better prepare underclassmen in their first three courses of study. First-year results indicated the program was successful in increasing student retention and interest in CS. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | NA | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/2676723.2677277 | https://doi.org/10.1145/2676723.2677277 |
| 51 | 219 | A Demographic Analysis on Prerequisite Preparation in an Advanced Data Structures Course | Krause-Levy, Sophia; Valstar, Sander; Porter, Leo; Griswold, William G | 2022 | Previous work in computing has shown that Black, Latinx, Native American and Pacific islanders (BLNPI), women, first-generation, and transfer students tend to have worse outcomes during their time in university compared to their majority counterparts. Previous work has also found that students’ incoming prerequisite course proficiency is positively correlated with their outcomes in a course. In this work, we investigate the role that prerequisite course proficiency has on outcomes between these groups of students. Specifically, we examine incoming prerequisite course proficiency in an Advanced Data Structures course. When comparing incoming prerequisite course proficiency between demographic pairs, we only see small differences for gender or by first-generation status. There is a sizeable difference by BLNPI status, although this difference is not statistically significant, possibly due to the small number of BLNPI students. In addition, we find that transfer students have sizeable and statistically significantly lower prerequisite course proficiency when compared to nontransfer students. For BLNPI and transfer students, we find that they also have lower grades in the prerequisite courses, which may partially explain their lower prerequisite course proficiency. These findings suggest that institutions need to find ways to better serve BLNPI and transfer students. | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students, Native Hawaiian/Pacific Islander Students, First-generation Students | NA | T-test, ANOVA, Correlation | NA | 10.1145/3534563 | https://doi.org/10.1145/3534563 | |
| 52 | 226 | Motivating Literature and Evaluation of the Teaching Practices Game: Preparing Teaching Assistants to Promote Inclusivity | Lane, Audra; Mekonnen, Ruth; Jang, Catherine; Chen, Phoebe; Lewis, Colleen M. | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | In the US, there are longstanding patterns of underrepresentation in computing (see Table 1). To make CS more inclusive, we can train computer science (CS) teaching assistants (TAs) to create inclusive classrooms. The Teaching Practices Game is a scenariobased card game meant to prepare CS TAs for difficult situations they may encounter and help them promote diversity and inclusion. Game participants (N=86) were surveyed from multiple institutions. The majority of survey respondents (N=86) agreed or strongly agreed that the game taught them new strategies for responding to difficult teaching situations (83%) and for discussing diversity and inclusion (69%). Additionally, respondents reported that the game made them more confident (74%) and more likely (66%) to respond to biased statements. Contrary to our hypotheses, we found that there were small and statistically insignificant differences in enjoyment, learning, or likelihood of response to biased statements between participants who do and do not identify as underrepresented in CS. A primary contribution of the research is a review of professional development practices and diversity training strategies that can inform the training of TAs, and we discuss the extent to which best practices from previous research were incorporated in the game. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Multi-institution | NA | NA | 10.1145/3408877.3432372 | https://doi.org/10.1145/3408877.3432372 |
| 53 | 227 | Growing Enrollments Require Us to Do More: Perspectives on Broadening Participation During an Undergraduate Computing Enrollment Boom | Lehman, Kathleen J.; Karpicz, Julia Rose; Rozhenkova, Veronika; Harris, Jamelia; Nakajima, Tomoko M. | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | Since 2006, undergraduate interest in computer science degrees has increased significantly, marking the third period of CS enrollment growth since the field’s emergence in the early 1900s. Scholars have theorized that institutional approaches to managing these cycles of enrollment growth, notably the inability to scale programs, resulted not only in the discipline’s constriction, but also the disproportionate decline in the participation of Black, Latin*, and Indigenous students in computing. This history suggests that it is important for stakeholders to think intentionally about how the management of enrollment surges can hamper, or even undermine, efforts to broaden participation in CS; yet there is limited research examining whether and how stakeholders from CS departments perceive this relationship. This paper reports findings from a qualitative study of CS departments at four public research institutions in the United States to understand how 55 stakeholders perceived undergraduate enrollment and diversity trends, as well as the relationship between booming enrollments and diversity efforts within the department. We found that participants largely spoke about their diversity work without referencing the impacts of enrollment shifts in the department. When this relationship was discussed, participants varied in how they framed it—as either positive, negative, or null. We argue that separating out diversity work from core priorities in the department will hinder departments’ ability to sustain BPC efforts into the future. Instead, it is imperative that stakeholders understand how departmental responses to dynamic external forces (e.g., booming enrollments, shifting realities related to COVID-19) impact diversity efforts. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Qualitative, Multi-institution | NA | NA | 10.1145/3408877.3432370 | https://doi.org/10.1145/3408877.3432370 |
| 54 | 229 | Increase Performance in CS 2 via a Spiral Redesign of CS 1 | Lionelle, Albert; Ghosh, Sudipto; Say, Benjamin; Beveridge, J. Ross | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | Computer Science (CS 1) offerings in most universities tend to be notoriously difficult. Over the past 60 years about a third of the students either fail or drop out of the course. Past research has focused on improving teaching methods through small changes without changing the overall course structure. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | NA | T-test | NA | 10.1145/3478431.3499339 | https://doi.org/10.1145/3478431.3499339 |
| 55 | 233 | Intelligent Support for All?: A Literature Review of the (In)equitable Design & Evaluation of Adaptive Pedagogical Systems for CS Education | Martin, Alexia Charis; Ying, Kimberly Michelle; Rodríguez, Fernando J.; Kahn, Christina Suzanne; Boyer, Kristy Elizabeth | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | The computer science education community has created many adaptive feedback tools and intelligent tutoring systems to improve students’ experience in computing-related courses. However, the extent to which these systems—which we collectively refer to as adaptive pedagogical systems—support equitable outcomes for learners of all genders and racial identities is not known. We conducted a systematic literature review of SIGCSE, ITiCSE, and ICER publications on adaptive pedagogical systems in computing courses from the last five years. The results reveal that not only is there little to no data on the effectiveness of adaptive pedagogical systems for CS education by gender or race, the vast majority of published papers reporting on these systems do not even include the demographics of their users. Based on these findings, this position paper makes a call to action: we must include the voices of historically marginalized students in the design and evaluation of our software, lest we continue to perpetuate that marginalization. We highlight key ideas that every CS education researcher should consider when designing and evaluating technologies to support learners. We argue that this community must hold ourselves and each other accountable to create technologies that support learners equitably. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | NA | NA | NA | 10.1145/3478431.3499418 | https://doi.org/10.1145/3478431.3499418 |
| 56 | 237 | The Impact of Affordable Learning Open Textbook on Computing Education | Park, Hyesung; Jin, Wei; Price, Richard; Im, Tacksoo; Dekhane, Sonal; Lutz, Robert; Abu-Halaweh, Na'el | Proceedings Of The 2020 ACM Southeast Conference | 2020 | As part of the Affordable Learning Georgia’s (ALG) Textbook Transformation Grants, this project aims to develop open text course material for a Java Programming Course (Programming Fundamentals). This initiative also targets other schools that may benefit from the course material developed and replace their current traditional textbooks with a free textbook as well as with more affordable and flexible digital learning sources customized to the needs of students. In this poster, we will share how we evaluated currently available open source materials, targeting the subject by using student reviews, student pre-post surveys, faculty surveys, and analytics. We will present how we decided whether to utilize these sources. This project had a major impact on students’ learning processes. All students registering for the course have access to a free up-to-date textbook and to additional affordable, supportive instructional materials. This access is expected to lead to improved student academic performance in the targeted courses and to improve student knowledge retention. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | NA | NA | NA | 10.1145/3374135.3385317 | https://doi.org/10.1145/3374135.3385317 |
| 57 | 242 | Removing a Barrier: Analysis of the Impact of Removing Calculus and Physics from CS on Employability, Salary, and Broadening Participation | Ross, Monique; Weiss, Mark A.; Minaya, Lilia; Laginess, Andrew; Patel, Disha; Quardokus Fisher, Kathleen | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | This study was designed to compare salary implications and employability of students who graduated with a Bachelor of Arts in Computer Science (BACS) – primarily distinguished by the removal of calculus and physics requirements from the traditional computer science curriculum versus those that graduated with a Bachelor of Science in Computer Science (BSCS). Given the numerous studies that identify gateway courses like calculus and physics as impediments to students’ persistence in engineering and computer science AND their impact on women and people of color, the removal of this barrier has incredible potential for broadening participation in computing. One university’s first cohort of BACS graduates (spring 2020) furnished a unique opportunity to compare student’s self-reported employment and salary information to their BSCS peers. The study consisted of institutional data and a survey targeting spring 2020, summer 2020, fall 2020 graduates from computer science, with data from n=134 recent graduates (BA n= 45, BS n=89). Preliminary results indicate there are no statistical significance in enrollment on the basis of gender nor job attainment; however, there is a statistical significance in enrollment on the basis of race/ethnicity and pay. The results of this work could either serve as a cautionary tale for institutions considering similar programs OR it could serve as the basis for a deeper, more critical review of the requirements currently in place in BSCS programs, nationally. Are calculus and physics courses required for prosperity in computing or are they simply a barrier to equity? | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | NA | NA | NA | 10.1145/3478431.3499356 | https://doi.org/10.1145/3478431.3499356 |
| 58 | 244 | A Longitudinal Evaluation of a Best Practices CS1 | Salguero, Adrian; McAuley, Julian; Simon, Beth; Porter, Leo | Proceedings Of The 2020 ACM Conference On International Computing Education Research | 2020 | Over a decade ago, the CS1 course for students without prior programming experience at a large research-intensive university was redesigned to incorporate three best practices in teaching programming: Media Computation, Pair Programming, and Peer Instruction. The purpose of this revision was to improve the quality of the course, appeal to a larger student body, and improve retention in the major. An initial analysis of the course indicated an increase in pass rates and 1-yr retention of students in the major. Now that time has passed and those students impacted by the revision have had time to graduate, this longitudinal study revisits and expands on these prior findings through examining student outcomes over a twelve year period (2001 through 2013). The student outcomes examined include failure rates in CS1, retention rates in the major, rates of switching into the major, time to degree, and performance in subsequent major courses. We compare these findings against similar metrics collected for another CS1 course at the same institution that caters to students with prior programming experience and did not make changes during this same time period. Overall, the inclusion of media computation, pair programming, and peer instruction corresponds to a significant improvement in passing rates for CS1 as well as retention of majors from CS1 through graduation. In turn, there is no indication that this larger group of students experienced any harm in terms of lower grades in upper-division courses or their time to degree. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Longitudinal, Program Evaluation | Chi-square/Contingency Table, Regression | NA | 10.1145/3372782.3406274 | https://doi.org/10.1145/3372782.3406274 |
| 59 | 247 | Examining women’s differential pathways into computer science by BA and BS degree programs | Smith, Katie N.; Lapan, Julia C. | Computer Science Education | 2021 | Background and Context: Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women’s participation in the field. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative, Experimental | NA | NA | 10.1080/08993408.2021.2011570 | https://doi.org/10.1080/08993408.2021.2011570 |
| 60 | 251 | Proficiency in Basic Data Structures among Various Subpopulations of Students at Different Stages in a CS Program | Valstar, Sander; Krause-Levy, Sophia; Salguero, Adrian; Porter, Leo; Griswold, William G. | Proceedings Of The 26Th ACM Conference On Innovation And Technology In Computer Science Education V. 1 | 2021 | Previous studies show that CS students may not learn as much from their courses as we might expect. This could have ramifications on how students succeed in their future careers and may explain why researchers report a gap between industry expectations and the abilities of recent CS graduates. However, previous studies have also shown that students improve their prerequisite knowledge in subsequent courses. This study investigates the introductory data structures proficiency of students in different courses at various stages in our CS program, employing the validated Basic Data Structures Inventory (BDSI). Additionally, we investigate whether subpopulations, including transfer students and underrepresented groups, may be more prone to not attaining as much knowledge from our courses as we might expect. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | NA | NA | ANOVA | Community Colleges | 10.1145/3430665.3456337 | https://doi.org/10.1145/3430665.3456337 |
| 61 | 255 | Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity development | Zahedi, Leila; Batten, Jasmine; Ross, Monique; Potvin, Geoff; Damas, Stephanie; Clarke, Peter; Davis, Debra | Journal Of Computing In Higher Education | 2021 | Underrepresentation of women in computer science (CS) increasingly demands the necessity to find and enhance current learning engagement approaches to bring more women into computing fields. Some researchers have been exploring the influence of gamification on female students as one of these possible learning engagement strategies. Gamification refers to the introduction of video game elements into non-game activities to enhance engagement and motivation. Previous studies have reported mixed results of the impact of gamification on women. In this study, we introduce SEP-CyLE (Software Engineering and Programming Cyberlearning Environment), an online gamified tool that was designed to provide supplemental computing content to students. This paper presents a convergent mixed-methods study guided by social identity theory and self-efficacy to understand women’s experiences with this gamified tool. More specifically, this study explores virtual points’ and leaderboards’ effects on CS identity development, self-efficacy, and performance. The results show that virtual points and the leaderboard contributed to improved performance for students of all genders, suggesting that gamification is a gender-neutral learning engagement strategy that improves female students’ performance as much as male students. Regardless of improved performance, most women did not actively enjoy or were motivated by the virtual points or leaderboard in SEP-CyLE. Additionally, gamification had no significant impact on CS identity development or selfefficacy constructs and had little to no impact on women’s interest and engagement in the field of computing. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Qualitative | T-test, Correlation, Regression | NA | 10.1007/s12528-021-09271-5 | https://doi.org/10.1007/s12528-021-09271-5 |
| 62 | 1 | Rethinking the 'problem' of gender and it schooling: discourses in literature | Abbiss, Jane | Gender & Education | 2008 | A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students' computer interests and dissatisfaction with simplistic explanations has led, however, to post-structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.1080/09540250701805839 | https://doi.org/10.1080/09540250701805839 |
| 63 | 9 | Work in progress: A practical model for achieving gender parity in undergraduate computing: change the system, not the student | Barker, Lecia J.; Cohoon, J. McGrath; Thompson, Leisa D. | 2010 IEEE Frontiers In Education Conference (Fie) | 2010 | This paper presents a systemic change model of undergraduate computing for accomplishing gender parity. Rather than view women as needing to be modified or repaired to fit the system, this model advocates changing the system to fit the needs of a wider range of students. Changing the system is a more sustainable approach to creating gender parity than providing extra support to students with less experience or background or students who are less likely to feel that people like themselves belong in computing. The systemic change model is founded in research specific to computing education, research on undergraduate retention in general, research on conceptions and misconceptions of computing careers, and research, theory, and practices of communication. The parts of the model and examples of practices that can change the system in ways consistent with research are presented. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.1109/FIE.2010.5673635 | https://doi.org/10.1109/FIE.2010.5673635 |
| 64 | 12 | Organizational patterns for increasing gender diversity in computer science education | Bartilla, Anne; Koppe, Christian | Proceedings Of The 10Th Travelling Conference On Pattern Languages Of Programs (Vikingplop'16) | 2016 | Increasing gender diversity of the student population in computer science education and keeping it more balanced requires activities and efforts in various areas (such as staff training, curriculum development, advertisements) and on different management levels (individual, small teams, department, university). While all of these are important, there are some overlapping organizational aspects that can be found in most reports on efforts that succeeded in increasing the gender diversity. In this paper we present four patterns that address these organizational aspects: ACTION GROUP, MALE PARTICIPATION, NETWORKING OPPORTUNITIES, and MENTORING. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Conceptual | NA | NA | 10.1145/3022636.3022646 | https://doi.org/10.1145/3022636.3022646 |
| 65 | 23 | Universal Design: Implications for Computing Education | Burgstahler, Sheryl | ACM Transactions On Computing Education | 2011 | Universal design (UD), a concept that grew from the field of architecture, has recently emerged as a paradigm for designing instructional methods, curriculum, and assessments that are welcoming and accessible to students with a wide range of characteristics, including those related to race, ethnicity, native language, gender, age, and disability. This proactive approach holds promise for more fully including underrepresented groups in computing studies and for decreasing the need, and thus costs, for academic accommodations for students with disabilities. This article summarizes the history and development of UD, references research and practices that support the UD approach, provides examples of the strategies that apply UD to instruction and assessment, and recommends topics for future research. Although the application of UD to teaching and learning is in its infancy, the potential of UD to improve computing instruction should not be ignored. Further research could test the efficacy of specific UD practices in promoting learning in computing fields. (Contains 1 table.) | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities | Conceptual | NA | NA | 10.1145/2037276.2037283 | https://doi.org/10.1145/2037276.2037283 |
| 66 | 50 | The Role Cultural Competency Plays in Teaching Data Science | Gaither, Kelly; Gomez, Rosalia; Turner, Helen; DeStefano, Lizanne; Rivera, Lorna; Bland, Marques | Proceedings Of The Practice And Experience On Advanced Research Computing | 2018 | Supporting Pacific Indigenous Computing Excellence (SPICE) is based on unique expertise and proven models established through a partnership between the Texas Advanced Computing Center at the University of Texas at Austin, Chaminade University of Honolulu and Georgia Institute of Technology (Georgia Tech). The SPICE program leverages shared partnership experiences to address two goals: 1) Perform original research and program development to bridge computation and culture — developing culturally-consistent conceptual and practical frameworks for thinking about big data problems and communicating student outcomes and attainment to family, community and kupuna (Hawaiian wisdom figures); and 2) Implement an in situ Data Science, Analytics and Visualization (DSAV) Summer Immersion Experience (SIE) as a summer program in Hawai'i to provide a month-long summer immersion program in data science, visualization, and virtual reality to Native Hawaiian and Pacific Islander (NHPI) and disadvantaged students. In this paper, we present the framework for this effort, with relevant educational, and cultural research to justify decisions made to date. | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Native Hawaiian/Pacific Islander Students | Multi-institution, Conceptual | NA | NA | 10.1145/3219104.3219160 | https://doi.org/10.1145/3219104.3219160 |
| 67 | 54 | Promoting inclusion of underrepresented populations in computing | Grabowski, Laura; Reilly, Christine F. | 2014 International Conference On Computational Science And Computational In℡Ligence (CSCI), Vol 2 | 2014 | Promoting inclusion of underrepresented groups in computing and technology fields remains a critical issue in computing education. Gender, ethnicity, and socioeconomic background are all key factors that limit access to technology and have lasting impacts on students and their career choices. This paper reports a new effort to broaden participation in computing, focused on recruitment and retention, through a new local student chapter of Association for Computing Machinery's Committee on Women (ACM-W). The new chapter was created at the University of Texas-Pan American, a primarily undergraduate, Hispanic-serving regional university in the lower Rio Grande Valley of Texas. | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Latinx/Hispanic, Low-income Students | Conceptual | NA | NA | 10.1109/CSCI.2014.122 | https://doi.org/10.1109/CSCI.2014.122 |
| 68 | 60 | Ensuring Videos for a Flipped Classroom Increase Inclusivity | Hodges, Mark | J. Comput. Sci. Coll. | 2018 | This paper describes the author's experience of using recorded video to partially flip a CS1 course taught at a small liberal arts university. It specifically focuses on issues of inclusion, and the author reflects on how, without proper planning, videos can create barriers for many students, particularly those with disabilities. The paper makes several recommendations for the design of videos to make them more inclusive, based on the experience of teaching the course. | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Students with Disabilities | Conceptual | NA | NA | 10.5555/3280489.3280502 | https://doi.org/10.5555/3280489.3280502 |
| 69 | 94 | The underrepresentation of women in computing fields: A synthesis of literature using a life course perspective. | Main, Joyce B.; Schimpf, Corey | IEEE Transactions On Education | 2017 | Using a life course perspective, this literature review synthesizes research on women’s underrepresentation in computing fields across four life stages: 1) pre-high school; 2) high school; 3) college major choice and persistence; and 4) post-baccalaureate employment. Issues associated with access to, and use of, computing resources at the pre-high school and high school levels are associated with gender differences in interest and attitudes toward computing. At the college level, environmental context (classroom design, interactions with peers and role models, signals from stereotypical images) contribute to whether students will major in computing, whereas psychosocial factors (e.g., sense of belonging and self-efficacy) and departmental culture play a role in persistence in computing fields. As in other fields, issues associated with work-life conflict, occupational culture, and mentoring/networking opportunities play a role in women’s participation in the computing workforce. Several initiatives and programs have been implemented to address women’s underrepresentation in computing fields. While great strides have been made in making computing more accessible, the life course perspective highlights the importance of longitudinal studies in identifying students’ pathways to and through computing fields, as well as how interventions across life stages may intersect or cumulate to generate trends in computing participation. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Students with Disabilities | Conceptual | NA | NA | 10.1109/TE.2017.2704060 | https://doi.org/10.1109/TE.2017.2704060 |
| 70 | 95 | Under the feminist post-structuralist lens: Women in computing education. | Markwick, Katrina | Journal Of Educational Computing Research | 2006 | Despite various reform efforts, a persistent concern remains within education regarding the under-representation of women in non-traditional subject areas, such as science and engineering. As society is becoming increasingly technocratic, this article examines this issue in relation to Information Technology (IT), as a relatively new educational area. In doing so, I review some of the literature surrounding the gendering of this site and draw upon empirical findings from a study exploring the experiences of women in university computing courses. The aim of this article is to consider and critique the dominant paradigms that have been adopted, drawing upon constructions and understandings of subjectivity of educational theorists who offer alternative ways of approaching this issue. In this article I argue that to move forward we must disrupt and dismantle the gender binary that is so insidiously embedded in the discursive repertoire of the dominant paradigm of educational research and reform. A feminist post-structuralist approach, as employed by several educational theorists, offers opportunities for transcending such duality, while engaging more effectively with the lived experiences of individual women. Reprinted by permission of the publisher. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.2190/0U13-7RVT-KE72-RCKB | https://doi.org/10.2190/0U13-7RVT-KE72-RCKB |
| 71 | 97 | Undergraduate Students’ Perceptions of the Impact of Pre-College Computing Activities on Choices of Major | McGill, Monica M.; Decker, Adrienne; Settle, Amber | ACM Trans. Comput. Educ. | 2016 | A lack of diversity in the computing field has existed for several decades, and although female participation in computing remains low, outreach programs attempting to address the situation are now quite numerous. To begin to understand whether or not these past activities have had long-term impact, we conducted a systematic literature review. Upon discovering that longitudinal studies were lacking, we investigated whether undergraduate students believed that their participation in computing activities prior to college contributed to their decision to major in a computing field. From the 770 participants in the study, we discovered that approximately 20% of males and 24% of females who were required to participate in computing activities chose a computing or related major, but that males perceived that the activity had a greater affect on their decision (20%) than females (6.9%). Females who participated in an outreach activity were more likely to major in computing. Compared with females who chose to major in computing, females who did not were less likely to indicate that the majority of students participating in activities were boys and that they were a welcome part of the groups. Results also showed that female participants who do not ultimately major in computing have a much stronger negative perception of the outreach activities than male participants who also chose a non-computing major. Although many computing outreach activities are designed to diversify computing, it may be the case that, overall, boys receive these activities more favorably than girls, although requiring participation yields approximately the same net positive impact. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Multi-institution, Conceptual | NA | NA | 10.1145/2920214 | https://doi.org/10.1145/2920214 |
| 72 | 108 | Securing the Human: A Review of Literature on Broadening Diversity in Cybersecurity Education | Mountrouidou, Xenia; Vosen, David; Kari, Chadi; Azhar, Mohammad Q.; Bhatia, Sajal; Gagne, Greg; Maguire, Joseph; Tudor, Liviana; Yuen, Timothy T. | Proceedings Of The Working Group Reports On Innovation And Technology In Computer Science Education | 2019 | Recent global demand for cybersecurity professionals is promising, with the U.S. job growth rate at 28%, three times the national average [1]. In a global survey, 2,300 security managers reported that 59% of their security positions were unfilled, although 82% anticipated cyberattacks to their systems [2]. At the same time, the cybersecurity field is broadening, not only in technical concepts but also in human factors, business processes, and international law. The field has not become culturally diversified, however. Professionals hired in 2018 included only 24.9% women, 12.3% African Americans, and 6.8% Latinos [3]. These realities create an opportunity for higher education: diversify the profession while increasing the numbers of skilled computer scientists. New and integrated methods of attracting student populations in the field of cybersecurity are needed. This working group report analyzes the outcomes and approaches used in higher education to diversify the cybersecurity field through a review of the literature, identification of gaps, and recommendations for cybersecurity education researchers and practitioners. | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Students with Disabilities | Conceptual | NA | NA | 10.1145/3344429.3372507 | https://doi.org/10.1145/3344429.3372507 |
| 73 | 115 | A Historical Examination of the Social Factors Affecting Female Participation in Computing | Patitsas, Elizabeth; Craig, Michelle; Easterbrook, Steve | Proceedings Of The 2014 Conference On Innovation &Amp; Technology In Computer Science Education | 2014 | We present a history of female participation in North American CS, with a focus on the social forces involved. For educators to understand the status quo, and how to change it, we must understand the historical forces that have led us here. We begin with the female ”computers” of the 19th century, then cover the rise of computing machines, establishment of CS, and a history of CS education with regard to gender. In our discussion of academic CS, we contemplate academic generations of female computer scientists and describe their differential experiences. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.1145/2591708.2591731 | https://doi.org/10.1145/2591708.2591731 |
| 74 | 116 | Scaling up Women in Computing Initiatives: What Can We Learn from a Public Policy Perspective? | Patitsas, Elizabeth; Craig, Michelle; Easterbrook, Steve | Proceedings Of The Eleventh Annual International Conference On International Computing Education Research | 2015 | How to increase diversity in computer science is an important open question in CS education. A number of best practices have been suggested based on case studies; however, for scaling these efforts up in a sustainable fashion, it remains unclear which types of initiatives are most effective in which contexts. We examine gender diversity initiatives in CS education from a policy analysis perspective, adapting McDonnell and Elmore's 1987 notion of policy instruments, wherein the initiative is the unit of analysis. We present a conceptual framework for categorizing the different policy instruments by a cross of 'leverage' and 'targetedness', and discuss how different types of initiatives will scale. We argue that universally-targeted, high-leverage initiatives are most important for scaling up diversity initiatives in CS education, with medium-leverage being a stepping stone to high leverage change. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.1145/2787622.2787725 | https://doi.org/10.1145/2787622.2787725 |
| 75 | 122 | Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective | Pournaghshband, Vahab; Medel, Paola | Proceedings Of The 2020 ACM Conference On Innovation And Technology In Computer Science Education | 2020 | The field of Computer Science has long been criticized for its lack of minority representation. While extensive literature documents possible causes and solutions to promote diversity, CS still falls considerably short of other STEM disciplines. Through an interdisciplinary approach, we urge that a multidimensional perspective be applied to develop and assess pedagogical strategies aimed at improving student diversity. To the best of our knowledge, our paper is the first that, in the context of CS, (1) examines the need to adopt an intersectional approach in more than just two dimensions, and (2) defines and identifies the Fallacious Archetype of a successful CS student. Also, we are the first to investigate the possibility and implication of examining certain other minority types: gender non-binary students and age-related student minorities. To conclude, we provide contextual examples that take an intersectional approach to assess CS diversity-inclusive pedagogies. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Conceptual | NA | NA | 10.1145/3341525.3387360 | https://doi.org/10.1145/3341525.3387360 |
| 76 | 131 | Developing the next generation of diverse computer scientists: The need for enhanced, intersectional computing identity theory | Rodriguez, Sarah L.; Lehman, Kathleen | Computer Science Education | 2017 | This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Multi-institution, Conceptual | NA | NA | 10.1080/08993408.2018.1457899 | https://doi.org/10.1080/08993408.2018.1457899 |
| 77 | 142 | Culturally responsive computing: A theory revisited | Scott, Kimberly A.; Sheridan, Kimberly M.; Clark, Kevin | Learning, Media And Technology | 2015 | Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields—technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such iznitiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Conceptual | NA | NA | 10.1080/17439884.2014.924966 | https://doi.org/10.1080/17439884.2014.924966 |
| 78 | 148 | Move slow and fix things: Teaching computer science majors to decode discrimination and design diverse futures | Sharpe, Celeste Tường Vy; Rothenberg, Janell | Transformations | 2018 | Our course, "Designing for Diversity: Anthropology and New Technologies," teaches how and why people experience technology as discriminatory in order to guide students to imagine more inclusive futures for the design and development of new technologies. We recognized that while interest and enrollment in computer science has increased dramatically over the last five years, few courses centered on the human-user and ethical issues related to designing and building technology. We created this course as a new opportunity to engage our students interested in entering the technology industry with principles of ethnography, disability studies, and critical race, feminist, and queer theories. With these new frameworks, students pursued small research projects that would prove valuable for future software engineers and the future of technology development. By training future technologists to recognize and remedy the encoding of bias into technology, this course offers a prototype for teaching students how to envision more desirable futures for technology in relation to gender, race, and disability. In this way, our pedagogy draws on a design perspective that addresses the future as something that will be both imagined and made to be ethical and inclusive. | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities, LGBTQ+ Students | Conceptual | NA | NA | 10.5325/trajincschped.28.2.0202 | https://doi.org/10.5325/trajincschped.28.2.0202 |
| 79 | 149 | Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005 | Singh, Kusum; Allen, Katherine R.; Scheckler, Rebecca; Darlington, Lisa | Review Of Educational Research | 2007 | In this article, the authors review, critique, and synthesize the emerging research literature from 1994 to 2005 on women's enrollment and persistence in computer-related majors. A thorough examination of 44 empirical studies in scholarly journals reveals that this literature primarily relies on exploratory and descriptive analyses, individualized measures, and implicit theoretical frameworks. Findings are grouped by four themes: (a) enrollment patterns, (b) gender differences in self-confidence and performance, (c) gender differences in computer use, and (d) academic environments. An explicit gender theory of women in computing is needed to reconceptualize diverse women's experiences and to direct future research on women's enrollment and persistence patterns in computer fields. (Contains 1 table.) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.3102/0034654307309919 | https://doi.org/10.3102/0034654307309919 |
| 80 | 165 | It's all in the mix: Leveraging food to increase students' persistence in computer science | Thomas, Jakita O.; Rankin, Yolanda | 2015 Research In Equity And Sustained Participation In Engineering, Computing, And Technology (RESPECT) | 2015 | Computer Science courses seek to hone students' computational algorithmic thinking (CAT) capabilities. Oftentimes, students fail to recognize the connection between CAT in everyday life and its application in academic settings. One context in which people have a great deal of experience and expertise engaging in the design, implementation, and assessment of algorithms is food. This paper describes It's All In The Mix, which provides an anchoring experience for African-American undergraduate STEM majors. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Conceptual | NA | NA | 10.1109/RESPECT.2015.7296515 | https://doi.org/10.1109/RESPECT.2015.7296515 |
| 81 | 179 | The trouble with 'women in computing': a critical examination of the deployment of research on the gender gap in computer science | Vitores, Anna; Gil-Juárez, Adriana | Journal Of Gender Studies | 2016 | The pessimistic scenario for 'women in information communications technology' and for 'women in technology' generally is even more paradoxical and insidious with respect to 'women in computing'. Studies within this field not only report insignificant improvement in the proportion of women in Western countries' computing fields but also alert us of a declining trend. Moreover, that decline has been accompanied - or even preceded - by years of research and programs that have specifically focused on increasing women's participation in computing; however, they have not had the expected effect. More surprisingly, there has been a significant increase in the representation of women in all other science-related fields and professions. Our aim is to provide some clues to fight the feeling of inexorability that may be entailed by the research on women in computing. We will argue that part of the problem is related to the static nature of the research deployed around the problem of 'women in computing', primarily, the research constructed around the 'leaky pipeline' metaphor. We provide a synthesis of the critiques this research has received in recent decades and highlight research trends that render other landscapes visible when studying 'women in computing'. These trends help us question how we are conducting research within this field and urge us to problematise assumptions about computing and gender that we may paradoxically continue to reproduce even while denouncing the paucity of women in computing and studying the reasons for this state of affairs. In short, we present the need for different researchers' eyes that allow different landscapes of women and computing to be seen and produced. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Conceptual | NA | NA | 10.1080/09589236.2015.1087309 | https://doi.org/10.1080/09589236.2015.1087309 |
| 82 | 182 | When twice as good isn't enough: The case for cultural competence in computing | Washington, Alicia Nicki | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | The commonly documented diversity, equity, and inclusion (DEI) issues in the computing workforce are the direct result of corporate cultures that benefit specific groups and marginalize others. This culture usually begins in undergraduate computing departments, where the demographic representation mirrors that of industry. With no formal courses that focus on the non-technical issues affecting marginalized groups and how to address and eradicate them, students are indirectly taught that the current status quo in computing departments and industry is not only acceptable, but also unproblematic. This directly affects students from marginalized groups (as the reasons for attrition are similar in both higher education and industry), as well as faculty (as biased student evaluations directly affect hiring, promotion, and tenure decisions). This position paper presents the need for cultural competence as a required focus for university computing departments nationwide. By improving these issues before students complete baccalaureate computing degrees, companies will have talent pools that better understand the importance and necessity of DEI and also work to ensure they help foster a more diverse, equitable, and inclusive environment. In addition, more students from marginalized groups will be retained in the major through degree completion. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Conceptual | NA | NA | 10.1145/3328778.3366792 | https://doi.org/10.1145/3328778.3366792 |
| 83 | 187 | Teaching professional morality & ethics to undergraduate computer science students through cognitive apprenticeships & case studies: experiences in CS-HU 130 `Foundational Values' | Winiecki, Don; Salzman, Noah | Proceedings Of The 2019 Research On Equity And Sustained Participation In Engineering, Computing, And Technology (RESPECT) | 2019 | This proposal describes and details experience in guiding undergraduate computer science students to identify and address issues related to inclusion, diversity and social justice as they occur in computer science education and computer science professions. Specific details reported here arise from experience teaching a one-credit undergraduate course at Boise State University (CS-HU 130, Foundational Values). | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Conceptual | NA | NA | 10.1109/RESPECT46404.2019.8985676 | https://doi.org/10.1109/RESPECT46404.2019.8985676 |
| 84 | 213 | Leveraging Collective Impact to Promote Systemic Change in CS Education | Fletcher, Carol L.; Dunton, Sarah T.; Torbey, Ryan; Goodhue, John; Biggers, Maureen; Childs, Joshua; DeLyser, Leigh Ann; Leftwich, Anne; Richardson, Debra | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | Collective impact is an approach for solving complex social problems at scale. The challenge of broadening participation in computing (BPC) is one such problem. The complexity of BPC is compounded by the decentralized nature of public education, where decisions are made primarily at the state level and subject to interpretation at the district level. As such, diversifying computer science (CS) pathways across the nation requires a systemic approach such as collective impact to engage all of the stakeholders who influence CS education and whose decisions can either facilitate or hinder BPC efforts. This experience report discusses how the collective impact framework has been used to advance the work of the Expanding Computing Education Pathways (ECEP) Alliance, an NSF funded BPC Alliance focused on states and state policy as the unit of change. We discuss how the five essential features of collective impact (common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support) coalesce to facilitate ECEP’s theory of change. The report highlights specific policy changes that ECEP states have addressed to promote BPC, the flipped accountability that results from a non-hierarchical leadership model, and the challenges of measuring systemic changes as an intermediary to BPC. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Conceptual | NA | NA | 10.1145/3408877.3432540 | https://doi.org/10.1145/3408877.3432540 |
| 85 | 228 | CS Education for the Socially-Just Worlds We Need: The Case for Justice-Centered Approaches to CS in Higher Education | Lin, Kevin | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | Justice-centered approaches to equitable computer science (CS) education frame CS learning as a means for advancing peace, antiracism, and social justice rather than war, empire, and corporations. However, most research in justice-centered approaches in CS education focus on K–12 learning environments. In this position paper, we review justice-centered approaches to CS education, problematize the lack of justice-centered approaches to CS in higher education in particular, and describe a justice-centered approach for undergraduate Data Structures and Algorithms. Our approach emphasizes three components: (1) ethics: critiques the sociopolitical values of data structure and algorithm design as well as the underlying logics of dominant computing culture; (2) identity: draws on culturally responsive-sustaining pedagogies to emphasize student identity as rooted in resistance to the dominant computing culture; and (3) political vision: ensures the rightful presence of political struggles by reauthoring rights to frame CS learning as a force for social justice. Through a case study of this Critical Comparative Data Structures and Algorithms pedagogy, we argue that justicecentered approaches to higher CS education can help all computing students not only learn about the ethical implications of nominally technical concepts, but also develop greater respect for diverse epistemologies, cultures, and experiences surrounding computing that are essential to creating the socially-just worlds we need. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Low-income Students | Conceptual | NA | NA | 10.1145/3478431.3499291 | https://doi.org/10.1145/3478431.3499291 |
| 86 | 234 | Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling | Moreno Sandoval, Cueponcaxochitl D.; Hernández Saca, David I.; Tefera, Adai A. | Urban Education | 2021 | This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with implications for educational stakeholders and teacher education programs that open pathways for socioemotional and intersectional rights of underrepresented teachers and students of CS and SPE. | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Students with Disabilities, Low-income Students | Conceptual | NA | NA | 10.1177/0042085917714512 | https://doi.org/10.1177/0042085917714512 |
| 87 | 250 | The case for alternative endpoints in computing education | Tissenbaum, Mike; Weintrop, David; Holbert, Nathan; Clegg, Tamara | British Journal Of Educational Technology | 2021 | This paper argues for a re-examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is a push for rethinking the form of contemporary computing education with an eye toward more diverse, equitable and meaningful endpoints. With a focus on the role that constructionist-focused pedagogies and designs can play in supporting these endpoints, we examine four distinct cases and the endpoints they support. This paper is not intended to encompass all the possible alternate endpoints for computer science education; rather, this work seeks to start a conversation around the nature of and need for alternate endpoints, as a means to re-evaluate the current tools and curricula to prepare learners for a future of active and empowered computing-literate citizens. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Conceptual | NA | NA | 10.1111/bjet.13072 | https://doi.org/10.1111/bjet.13072 |
| 88 | 2 | Broadening Participation: A Community College Strategy | Adrion, W. Richards; Fall, Renee | The Fifth Richard Tapia Celebration Of Diversity In Computing Conference: Intellect, Initiatives, Insight, And Innovations | 2009 | The Commonwealth Alliance for Information Technology Education (CAITE) is an alliance of 15 Massachusetts public campuses that focuses on community colleges because of their role as a gateway to careers and further higher education for underserved populations. CAITE outreach extends into four regions that have high percentages of students who are under-represented in the knowledge and innovation economy. Building on two years' experience and extensive data, we are strengthening our efforts to develop nurturing educational pathways and to ensure that students are adequately prepared to enter them. CAITE can serve as a transferable model for statewide collaborations. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution, Program Evaluation | NA | Community Colleges | 10.1145/1565799.1565811 | https://doi.org/10.1145/1565799.1565811 |
| 89 | 4 | Gender differences in students' behaviors in cs classes throughout the cs major | Alvarado, Christine; Cao, Yingjun; Minnes, Mia | Proceedings Of The 2017 ACM SIGCSE Technical Symposium On Computer Science Education (SIGCSE'17) | 2017 | This paper presents results of a large-scale survey of students' experiences in CS classes at two institutions: a small liberal arts college and a large research-focused university. Our work provides a fine-grained view of students' feelings and behaviors in CS classes, from introductory through to upper division courses. We find significant differences between the reported behaviors and feelings of female students compared to male students: female students are less comfortable asking questions in class and interacting with their instructor, and come out of a class with lower confidence in their ability to tutor for the class, despite the fact that they perform just as well as male students. Furthermore, we find some of these differences are consistent or increase across course levels, and could potentially affect students' post-college trajectories. Focusing attention on the student experience in more advanced classes may impact gender differences seen in the transition to the CS workforce. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | ANOVA, Correlation | NA | 10.1145/3017680.3017771 | https://doi.org/10.1145/3017680.3017771 |
| 90 | 5 | Evaluating a Scalable Program for Undergraduate CS Research | Alvarado, Christine; Villazon, Sergio; Tamer, Burcin | Proceedings Of The 2019 ACM Conference On International Computing Education Research | 2019 | Undergraduate research experiences have been shown to have many positive effects on undergraduates including increased confidence, sense of belonging and retention. However, many previous studies of undergraduate research experiences have focused on advanced undergraduate (juniors and seniors) in one-on-one research experiences with a faculty mentor. Less is known about the effects of early undergraduate research, particularly via opportunities that scale beyond one-on-one faculty-student relationships to encompass large numbers of early undergraduates. The research question addressed in this work is whether a more scalable group-based research model aimed at early undergraduates from groups underrepresented in computing would show the same kinds of benefits for participants as more personalized one-on-one programs aimed at more advanced students. We evaluated a group-based early research program in the computer science department of a large public university. Through survey data and direct measurements of performance and retention several years after students had completed the program, we found that students who participated in this program have higher overall GPAs, more confidence, and more interest in research compared to several different control groups. Our design also allowed us to examine the considerable impact that selection bias can have on the evaluation of research programs. This work both validates the scalable structure of this research program and provides a richer perspective on the benefits of early undergraduate research in CS. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Qualitative, Program Evaluation | NA | NA | 10.1145/3291279.3339406 | https://doi.org/10.1145/3291279.3339406 |
| 91 | 6 | Exploring Technologies for Building Collaborative Learning Communities among Diverse Student Populations | Anderson, Nicole; Lin, Chi-Cheng | Proceedings Of The 14Th Annual ACM SIGCSE Conference On Innovation And Technology In Computer Science Education | 2009 | Collaborative learning has long been recognized as an effective approach to enhance the learning process. The purpose of this research was to investigate mechanisms for building an inclusive collaborative learning community outside the classroom that connects students with diverse backgrounds and ultimately enhances students' learning experience. To accomplish this, we conducted a study using blogs and user groups to support virtual collaborative communities in our upper division computer science courses. Our results show that blogs are an effective tool for bringing together these diverse student groups to create an inclusive learning environment. | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities | Survey | NA | NA | 10.1145/1562877.1562953 | https://doi.org/10.1145/1562877.1562953 |
| 92 | 7 | Gender equity in computer science through computing in the arts: A six-year longitudinal study. | Bares, William; Manaris, Bill; McCauley, Renée | Computer Science Education | 2018 | Computing in the Arts (CITA) is an interdisciplinary Bachelor of Arts degree program, which integrates computer science with art theory and practice. We present a 6-year study that explores the impact of the CITA degree on broadening participation. We find that CITA attracts a different student population than traditional computer science degrees. We find that it attracts and retains almost twice as many female students as a traditional computer science degree. Finally, we find that it graduates approximately equal numbers of female and male students. The CITA curriculum maintains its strong computer science character, as it contains several core computer science courses and traditional upper-level computer science courses. We introduce the CITA curriculum model, which combines computer science courses, art courses and several structured synthesis experiences. We show that creating a CITA-like degree is fairly inexpensive, as the curriculum mostly reuses existing courses. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Longitudinal | NA | NA | 10.1080/08993408.2018.1519322 | https://doi.org/10.1080/08993408.2018.1519322 |
| 93 | 10 | Exploring Factors That Influence Computer Science Introductory Course Students to Persist in the Major | Barker, Lecia J.; McDowell, Charlie; Kalahar, Kimberly | Proceedings Of The 40Th ACM Technical Symposium On Computer Science Education | 2009 | This paper describes an exploratory study to identify which environmental and student factors best predict intention to persist in the computer science major. The findings can be used to make decisions about initiatives for increasing retention. Eight indices of student characteristics and perceptions were developed using the research-based Student Experience of the Major Survey: student-student interaction; student-faculty interaction; collaborative learning opportunities; pace/workload/prior experience with programming; teaching assistants; classroom climate/pedagogy; meaningful assignments; and racism/sexism. A linear regression revealed that student-student interaction was the most powerful predictor of students' intention to persist in the major beyond the introductory course. Other factors predicting intention to persist were pace/workload/prior experience and male gender. The findings suggest that computer science departments interested in increasing retention of students set structured expectations for student-student interaction in ways that integrate peer involvement as a mainstream activity rather than making it optional or extracurricular. They also suggest departments find ways to manage programming experience gaps in CS1. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, ANOVA, Regression | NA | 10.1145/1508865.1508923 | https://doi.org/10.1145/1508865.1508923 |
| 94 | 13 | Not just fun and games: Digital play, gender and attitudes towards technology | Bertozzi, Elena; Lee, Seungwhan | Women's Studies In Communication | 2007 | Data about analog and digital play behaviors were collected. Results show that there are significant gender differences in types of play, attitudes towards play, and technological self-efficacy in the study population. Those who play with digital technology feel more empowered in relation to digital technology than those who do not. Encouraging digital gameplay in females might increase self-efficacy towards technology and help address the current deficit of females in technology-related fields. [PUBLICATION ABSTRACT] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, Chi-square/Contingency Table, Correlation | NA | 10.1080/07491409.2007.10162512 | https://doi.org/10.1080/07491409.2007.10162512 |
| 95 | 14 | Why are women underrepresented in computer science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades. | Beyer, Sylvia | Computer Science Education | 2014 | This study addresses why women are underrepresented in Computer Science (CS). Data from 1319 American first-year college students (872 female and 447 male) indicate that gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist. If students had had a positive experience in their first CS course, they had a stronger intention to take another CS course. A subset of 128 students (68 females and 60 males) took a CS course up to one year later. Students who were interested in CS, had high computer self-efficacy, were low in family orientation, low in conscientiousness, and low in openness to experiences were more likely to take CS courses. Furthermore, individuals who were highly conscientious and low in relational-interdependent self-construal earned the highest CS grades. Efforts to improve women’s representation in CS should bear these results in mind. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | ANOVA, Regression | NA | 10.1080/08993408.2014.963363 | https://doi.org/10.1080/08993408.2014.963363 |
| 96 | 15 | Gender differences and intra-gender differences amongst management information systems students. | Beyer, Sylvia | Journal Of Information Systems Education | 2008 | Few women major in Management Information Systems (MIS). The purpose of this paper is to examine the reasons for women's underrepresentation in MIS. In addition to examining gender differences, an important and novel goal of this study is to examine intra-gender differences in undergraduate students, i.e., differences among female MIS majors and female students who enrolled in MIS courses as a Business elective (i.e., non-majors). This study found that women's experiences with and self-efficacy regarding computers were much lower than men's, but that they did not have more negative stereotypes and attitudes toward the field. Overall female students had more positive attitudes towards their MIS courses and instructors than male students did. One of the most interesting findings was the importance of female high school computer teachers and role models for female students. Importantly, there was very strong evidence for intra-gender differences. Female majors had much higher computer self-efficacy, computer experience, had more positive attitudes toward MIS, and were more likely to have had female computer teachers in high school compared to female non-majors. The implications of these findings for MIS are discussed. Reprinted by permission of the publisher. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | ANOVA | NA | http://jise.org/volume19/n3/JISEv19n3p301.html | http://jise.org/volume19/n3/JISEv19n3p301.html |
| 97 | 16 | Broadening Participation in Computing: The Role of Upward Transfer | Blaney, Jennifer M. | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | Broadening participation in computing (BPC) has received increasing attention within the computing education community. Yet, much of the existing research on this topic focuses primarily on students who follow traditional pathways to four-year computing programs. This multi-institution study addresses this gap in the literature, providing insight into how upward transfer students (i.e., students who transfer from community colleges to four-year computing programs) fit into the larger BPC narrative. Specifically, I use survey data from computing majors across 15 universities to examine how the characteristics and experiences of upward transfer students differ from those of other computing majors. Findings reveal that while upward transfer students tend to be more diverse than other computing majors in terms of race/ethnicity, socioeconomic status, and other background characteristics, women are even more underrepresented among upward transfers compared to computing majors who began their degree at four-year institutions. These and other findings are discussed, focusing on implications for how institutions can support upward transfer students as part of their larger BPC efforts. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Low-income Students | Survey, Multi-institution | T-test, Chi-square/Contingency Table, Regression | NA | 10.1145/3328778.3366807 | https://doi.org/10.1145/3328778.3366807 |
| 98 | 17 | Looking Beyond Representation: How Women Develop Their Leadership Perceptions During the Introductory Computing Course | Blaney, Jennifer M. | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | While the gender gap in undergraduate computing is often discussed in reference to the representation of women in the computing major, less is known about leadership and other affective outcomes for women and men in computing. This study examines how gender shapes (a) introductory computing students' perceptions of their leadership, including measures of both general self-rated leadership ability and perceived capacity for leadership in computing, (b) how these perceptions change during the introductory computing course, and (c) the experiences that are related to change in leadership outcomes. Findings reveal gender differences in how incoming introductory course students report both their general leadership abilities and their perceived capacity for leadership in computing. Additionally, both women and men experienced a decline in their perceived capacity for leadership in computing during the introductory course. These and other findings are discussed, with attention given to the implications for both researchers and instructors seeking to broaden women's participation in computing. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | T-test, Regression | NA | 10.1145/3159450.3159458 | https://doi.org/10.1145/3159450.3159458 |
| 99 | 18 | Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women | Blaney, Jennifer M.; Stout, Jane G. | Proceedings Of The 2017 ACM SIGCSE Technical Symposium On Computer Science Education | 2017 | Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, First-generation Students | Survey, Multi-institution | ANOVA, Correlation | NA | 10.1145/3017680.3017751 | https://doi.org/10.1145/3017680.3017751 |
| 100 | 20 | Applying the Communal Goal Congruity Perspective to Enhance Diversity and Inclusion in Undergraduate Computing Degrees | Brinkman, Bo; Diekman, Amanda | Proceedings Of The 47Th ACM Technical Symposium On Computing Science Education | 2016 | The lack of diversity in the tech industry is a widely remarked phenomenon. The majority of workers in tech roles are either white or Asian men, with all other groups being under-represented.Some authors point to cultural factors influencing self-efficacy, leading to a lack of diversity at the start of the "pipeline" of IT talent. Others point to toxic workplace culture that can lead skilled tech workers to drop out of the industry.While these effects are very real and important, this paper focuses on a third concept contributing to lack of diversity, communal goal congruity. We present a growing body of evidence suggesting that working with others, and in the service of others, are important career goals that many believe tech careers lack. We describe prior work that shows that these beliefs also have a significant impact on the pipeline of tech talent.We then report on the first pieces of data out of the first long-term intervention designed with this communal goal congruity perspective in mind. We have created a cohort-based service-learning program in computer science, computer engineering, electrical engineering, and software engineering. The result is a program with 26.3% women and 31.6% African American and/or Hispanic students, including 15.8% African American and/or Hispanic women, at an institution that has never previously seen this level of diversity in its computing majors. | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Survey | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | 10.1145/2839509.2844562 | https://doi.org/10.1145/2839509.2844562 |
| 101 | 21 | Computer science majors: Sex role orientation, academic achievement, and social cognitive factors | Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A. | Career Development Quarterly | 2006 | This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that androgynous-and feminine-oriented students scored significantly higher on career decision-making self-efficacy as compared with undifferentiated students. No significant sex role orientation differences were found for academic achievement and general and career locus of control. (Contains 2 tables.) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | ANOVA | NA | 10.1002/j.2161-0045.2006.tb00198.x | https://doi.org/10.1002/j.2161-0045.2006.tb00198.x |
| 102 | 22 | Experiences with Retaining Computer Science Students | Brown, Shearon; Yuan, Xiaohong | J. Comput. Sci. Coll. | 2014 | It has been a challenge to retain computer science students, especially underrepresented students such as women and minorities. This paper describes our experiences in implementing activities to improve student retention and graduation rates in the Department of Computer Science at North Carolina Agricultural and Technical State University (NCA&T). NCA&T is among the United States' Historically Black Colleges and Universities (HBCU) serving more than 10,000 students. Approximately, 90% of the students in the Computer Science Department are African Americans. We have implemented a variety of activities to improve student retention with the support of the Department of Education Minority Science and Engineering Improvement Program (MSEIP). These activities include: (1) high need student mentoring program; (2) undergraduate teaching assistant training (3) supplementary instruction summer workshop; and (4) freshmen independent study skill training. In this paper we describe each of these activities, the evaluation of these activities, the challenges we encountered and our proposed strategies to overcome these challenges. Our experiences and the effective techniques found may be beneficial for other colleges and universities in retaining computer science students, especially African American students. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Program Evaluation | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.5555/2600623.2600629 | https://doi.org/10.5555/2600623.2600629 |
| 103 | 24 | Unlocking the barriers to women and minorities in computer science and information systems studies: Results from a multi-methodolical study conducted at two minority serving institutions. | Buzzetto-More, Nicole; Ukoha, Ojiabo; Rustagi, Narendra | Journal Of Information Technology Education | 2010 | The under representation of women and minorities in undergraduate computer science and information systems programs is a pervasive and persistent problem in the United States. Needed is a better understanding of the background and psychosocial factors that attract, or repel, minority students from computing disciplines. An examination of these factors is the focus of this multimethodological study that has been conducted over three phases with three separate populations. During phase 1, a survey was administered to students, who were non computer science or information systems majors, enrolled in computer applications courses at both a public and a private Historically Black Universities located in Maryland. The purpose was to examine whether a correlation existed between institutional type and access, education, counseling, and exposure to computing and/or information systems. Analysis of the data found that the participating students came to college with little information about computer science (CS) and information systems (IS) as fields of study. However, a significant disparity was found when institutional type was considered. According to the findings the students attending the private minority-serving institution reported greater access to technology, skill levels, and computing studies prior to entering college. In the second phase of the study, a satisfaction survey was administered, to students majoring in computer science at the public Historically Black University. The purpose was to examine the pre-college preparedness of minority students and whether differences would exist between the responses of the male and female participants. The respondents reported that they did not come to college with the adequate programming skills and/or prior training to succeed as a CS major, with females found to be less prepared than males. In the third phase of the study, a focus group was held with CS students in order to consider changes that would increase the enrollment and retention of underrepresented students. The participants suggested that the addition of bridge programs, increased scholarship opportunities, and greater academic support would increase the enrollment, success, and retention of underrepresented students in CS and IS majors. [ABSTRACT FROM PUBLISHER] | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.28945/1167 | https://doi.org/10.28945/1167 |
| 104 | 25 | Applying NCWIT Protocol to Broaden Participation in Computing: A Case Study of CS@Mines | Camp, Tracy; Liebe, Christine; Slattery, Michelle | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | The Department of Computer Science (CS@Mines) at Colorado School of Mines (Mines) was founded in 2016 when the Department of Electrical Engineering and Computer Science (CS) split into separate departments. As a result, CS faculty, who had worked for years to broaden participation in computing without departmental lead- ership support, were able to become more strategic in their efforts. CS@Mines faculty, staff, and students now engage in well-defined recruitment, retention, and evaluation strategies, which includes K-12 outreach programs, flexible CS major and minor tracks, a near-peer mentoring program, scholarship programs, and contin- ual evaluation. Ten years ago, the CS degree program at Mines had 157 majors, 17 women (10.8%), and 12 students from underrepre- sented groups in computing (7.6%). As of Fall 2019, CS@Mines has 679 majors, 146 women (21.5%), and 132 students from underrep- resented groups (20.2%). Although the concentrated effort focused on increasing the number of women majors, the data clearly shows an increase in students from underrepresented groups as well. The changes achieved by CS@Mines are noteworthy considering (1) only 30% of the students at Mines are women, (2) only 17% of the students at Mines are from underrepresented groups in computing, and (3) women and underrepresented groups enrolled in undergraduate CS programs are predominantly not at parity with their respective populations in the United States. CS@Mines achieved positive results by applying the Undergraduate Systemic Change Model developed by the National Center for Women & Information Technology. In this paper, we present CS@Mines as a case study for positive change and discuss the strategies CS@Mines has enacted (74 of the recommended 81). | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Program Evaluation | Case Study | NA | 10.1145/3328778.3366958 | https://doi.org/10.1145/3328778.3366958 |
| 105 | 29 | Enduring influence of stereotypical computer science role models on women’s academic aspirations | Cheryan, Sapna; Drury, Benjamin J.; Vichayapai, Marissa | Psychology Of Women Quarterly | 2013 | The current work examines whether a brief exposure to a computer science role model who fits stereotypes of computer scientists has a lasting influence on women’s interest in the field. One-hundred undergraduate women who were not computer science majors met a female or male peer role model who embodied computer science stereotypes in appearance and stated interests or the same role model who did not embody these stereotypes. Participants and role models engaged in an interaction that lasted approximately 2 minutes. Interest in majoring in computer science was assessed following the interaction and 2 weeks later outside the laboratory. Results revealed that exposure to the stereotypical role model had both an immediate and an enduring negative effect on women’s interest in computer science. Differences in interest at both times were mediated by women’s reduced sense of belonging in computer science upon interacting with the stereotypical role model. Gender of the role model had no effect. Whether a potential role model conveys to women a sense of belonging in the field may matter more in recruiting women into computer science than gender of the role model. Long-term negative effects of exposure to computer scientists who fit current stereotypes in the media and elsewhere may help explain current gender disparities in computer science participation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Experimental | T-test, ANOVA, Confidence Interval | NA | 10.1177/0361684312459328 | https://doi.org/10.1177/0361684312459328 |
| 106 | 30 | Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes | Cheryan, Sapna; Meltzoff, Andrew N.; Kim, Saenam | Computers & Education | 2011 | Three experiments examined whether the design of virtual learning environments influences undergraduates’ enrollment intentions and anticipated success in introductory computer science courses. Changing the design of a virtual classroom – from one that conveys current computer science stereotypes to one that does not – significantly increased women’s interest and anticipated success in computer science. Effects occurred even when the learning material, gender of the professor and gender ratio of the classmates were identical, isolating the physical environment as a key determinant of women’s choices and expectations. Men’s interest and anticipated success were not similarly affected by the environmental changes. Statistical analyses indicated that gender disparities in interest and anticipated success in the stereotypically designed classroom were mediated by women’s lower sense of belonging in that environment. Changing the design of virtual learning environments may be a vehicle that universities can use to signal belonging to a wider net of students, and thus increase students’ likelihood of enrolling and succeeding in those classes. [Copyright &y& Elsevier] | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Experimental | ANOVA | NA | 10.1016/j.compedu.2011.02.004 | https://doi.org/10.1016/j.compedu.2011.02.004 |
| 107 | 31 | Ambient belonging: How stereotypical cues impact gender participation in computer science | Cheryan, Sapna; Plaut, Victoria C.; Davies, Paul G.; Steele, Claude M. | Journal Of Personality And Social Psychology | 2009 | People can make decisions to join a group based solely on exposure to that group’s physical environment. Four studies demonstrate that the gender difference in interest in computer science is influenced by exposure to environments associated with computer scientists. In Study 1, simply changing the objects in a computer science classroom from those considered stereotypical of computer science (e.g., Star Trek poster, video games) to objects not considered stereotypical of computer science (e.g., nature poster, phone books) was sufficient to boost female undergraduates’ interest in computer science to the level of their male peers. Further investigation revealed that the stereotypical broadcast a masculine stereotype that discouraged women’s sense of ambient belonging and subsequent interest in the environment (Studies 2, 3, and 4) but had no similar effect on men (Studies 3, 4). This masculine stereotype prevented women’s interest from developing even in environments entirely populated by other women (Study 2). Objects can thus come to broadcast stereotypes of a group, which in turn can deter people who do not identify with these stereotypes from joining that group. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Experimental, Multi-institution | ANOVA, Correlation, Regression | NA | 10.1037/a0016239 | https://doi.org/10.1037/a0016239 |
| 108 | 32 | The stereotypical computer scientist: Gendered media representations as a barrier to inclusion for women | Cheryan, Sapna; Plaut, Victoria C.; Handron, Caitlin; Hudson, Lauren | Sex Roles: A Journal Of Research | 2013 | The present research examines undergraduates’ stereotypes of the people in computer science, and whether changing these stereotypes using the media can influence women’s interest in computer science. In Study 1, college students at two U.S. West Coast universities ( N = 293) provided descriptions of computer science majors. Coding these descriptions revealed that computer scientists were perceived as having traits that are incompatible with the female gender role, such as lacking interpersonal skills and being singularly focused on computers. In Study 2, college students at two U.S. West Coast universities ( N = 54) read fabricated newspaper articles about computer scientists that either described them as fitting the current stereotypes or no longer fitting these stereotypes. Women who read that computer scientists no longer fit the stereotypes expressed more interest in computer science than those who read that computer scientists fit the stereotypes. In contrast, men’s interest in computer science did not differ across articles. Taken together, these studies suggest that stereotypes of academic fields influence who chooses to participate in these fields, and that recruiting efforts to draw more women into computer science would benefit from media efforts that alter how computer scientists are depicted. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Experimental, Multi-institution | Chi-square/Contingency Table, ANOVA, Regression | NA | 10.1007/s11199-013-0296-x | https://doi.org/10.1007/s11199-013-0296-x |
| 109 | 37 | Applying service learning to computer science: Attracting and engaging under-represented students | Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Bean, Karen | Computer Science Education | 2010 | This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership and team skills using experiential techniques, and (3) to develop student attitudes associated with success and retention in computer science. First, we describe the course and how it was designed to incorporate good practice in service learning. We then report preliminary results showing a positive impact of the course on all pedagogical goals and discuss the implications of the results for broadening participation in computing. (Contains 2 tables.) | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | T-test | NA | 10.1080/08993408.2010.492164 | https://doi.org/10.1080/08993408.2010.492164 |
| 110 | 38 | The STARS alliance: Viable strategies for broadening participation in computing | Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey | ACM Transactions On Computing Education | 2011 | The Students and Technology in Academia, Research, and Service (STARS) Alliance is a nationally-connected system of regional partnerships among higher education, K-12 schools, industry and the community with a mission to broaden the participation of women, under-represented minorities and persons with disabilities in computing (BPC). Each regional partnership is led by a STARS member college or university with partners such as local chapters of the Girl Scouts, the Black Data Processors Association, public libraries, Citizen Schools, and companies that employ computing graduates. STARS goals include retaining and graduating undergraduates and recruiting and bridging undergraduates into graduate programs. The alliance works toward these goals through activities that advance the central values of Technical Excellence, Leadership, Community, and Service and Civic Engagement. In particular, all STARS college and university members implement the STARS Leadership Corps (SLC), an innovative model for enveloping a diverse set of BPC practices within a common framework for implementation within multiple organizations, common assessment, and sustainability through curricula integration. Herein, we describe the SLC model and its implementation in the STARS schools, including details of an SLC service-learning course that has been adopted by eight STARS schools. We report the results of our three-year study of the SLC in the 20 STARS schools. Our study found a positive effect of participation in the SLC on important student success variables, including self-efficacy, perceived social relevance of computing, grade point average, and commitment to remain in computing. Results indicate that the SLC model is effective for students under-represented in computing, as well as for those not from under-represented groups. (Contains 12 tables, 1 figure and 9 footnotes.) | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Students with Disabilities | Survey, Multi-institution, Program Evaluation | T-test, ANOVA | Community Colleges, Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | 10.1145/2037276.2037282 | https://doi.org/10.1145/2037276.2037282 |
| 111 | 41 | Community college men and women: A test of three widely held beliefs about who pursues computer science | Denner, Jill; Werner, Linda; O'Connor, Lisa; Glassman, Jill | Community College Review | 2014 | 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. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Longitudinal, Multi-institution | T-test, Chi-square/Contingency Table, Regression | Community Colleges | 10.1177/0091552114535624 | https://doi.org/10.1177/0091552114535624 |
| 112 | 44 | INSPIRED Broadening Participation: First Year Experience and Lessons Learned | Doerschuk, Peggy; Liu, Jiangjiang; Mann, Judith | Proceedings Of The 14Th Annual ACM SIGCSE Conference On Innovation And Technology In Computer Science Education | 2009 | The Increasing Student Participation in Research Development Program ('INSPIRED') is designed to increase participation of women and underrepresented minorities in computing. It is a comprehensive program whose goals are to attract, retain and transition these students into careers or advanced study in computing. This paper focuses on the program's first year experience, including the results of a formal assessment of the program's effectiveness. It describes the strategies used to attain the goals and the rationale for using these strategies. It also includes lessons learned for the benefit of those who are considering adopting these strategies at their institutions. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/1562877.1562952 | https://doi.org/10.1145/1562877.1562952 |
| 113 | 45 | Gender and stereotypes in motivation to study computer programming for careers in multimedia. | Doubé, Wendy; Lang, Catherine | Computer Science Education | 2012 | A multimedia university programme with relatively equal numbers of male and female students in elective programming subjects provided a rare opportunity to investigate female motivation to study and pursue computer programming in a career. The MSLQ was used to survey 85 participants. In common with research into deterrence of females from STEM domains, females displayed significantly lower self-efficacy and expectancy for success. In contrast to research into deterrence of females from STEM domains, both genders placed similar high values on computer programming and shared high extrinsic and intrinsic goal orientation. The authors propose that the stereotype associated with a creative multimedia career could attract female participation in computer programming whereas the stereotype associated with computer science could be a deterrent. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | ANOVA | NA | 10.1080/08993408.2012.666038 | https://doi.org/10.1080/08993408.2012.666038 |
| 114 | 46 | Hour of code: A study of gender differences in computing | Du, Jie; Wimmer, Hayden | Information Systems Education Journal | 2019 | Computer programmers in the U.S. labor force are facing a shortage. Focusing on recruiting females has the potential to address this shortage. Computing is a male dominated field which provides an opportunity to recruit the other 50% of the population, females, to fill the open positions. This work studies gender differences in computer programming based on an Hour of Code tutorial. Following a pre- and post-test design, this work demonstrates that males have significantly more previous exposure to computer programming and are significantly more interested in pursuing computer programming. Results also indicate that females do equally as well or better in programming comprehension. In one comprehension question following the tutorial, women significantly outperformed men demonstrating that women may have a higher aptitude for computer programming; however, they are underrepresented in the job market. Based on our results, we suggest that more should be done in early formative years to attract females into computer programming to aid in filling the gap of the projected employment market. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, Confidence Interval | NA | http://isedj.org/2019-17/n4/ISEDJv17n4p91.html | http://isedj.org/2019-17/n4/ISEDJv17n4p91.html |
| 115 | 48 | Do gender differences in perceived prototypical computer scientists and engineers contribute to gender gaps in computer science and engineering? | Ehrlinger, Joyce; Plant, E. Ashby; Hartwig, Marissa K.; Vossen, Jordan J.; Columb, Corey J.; Brewer, Lauren E. | Sex Roles: A Journal Of Research | 2018 | Women are vastly underrepresented in the fields of computer science and engineering (CS&E). We examined whether women might view the intellectual characteristics of prototypical individuals in CS&E in more stereotype-consistent ways than men might and, consequently, show less interest in CS&E. We asked 269 U.S. college students (187, 69.5% women) to describe the prototypical computer scientist (Study 1) or engineer (Study 2) through open-ended descriptions as well as through a set of trait ratings. Participants also rated themselves on the same set of traits and rated their similarity to the prototype. Finally, participants in both studies were asked to describe their likelihood of pursuing future college courses and careers in computer science (Study 1) or engineering (Study 2). Across both studies, we found that women offered more stereotype-consistent ratings than did men of the intellectual characteristics of prototypes in CS (Study 1) and engineering (Study 2). Women also perceived themselves as less similar to the prototype than men did. Further, the observed gender differences in prototype perceptions mediated the tendency for women to report lower interest in CS&E fields relative to men. Our work highlights the importance of prototype perceptions for understanding the gender gap in CS&E and suggests avenues for interventions that may increase women’s representation in these vital fields. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, ANOVA, Confidence Interval | NA | 10.1007/s11199-017-0763-x | https://doi.org/10.1007/s11199-017-0763-x |
| 116 | 49 | Diversity or difference? New research supports the case for a cultural perspective on women in computing. | Frieze, Carol; Quesenberry, Jeria; Kemp, Elizabeth; Velázquez, Anthony | Journal Of Science Education & Technology | 2012 | Gender difference approaches to the participation of women in computing have not provided adequate explanations for women's declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women's participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity. [ABSTRACT FROM AUTHOR] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Qualitative | Case Study | NA | 10.1007/s10956-011-9335-y | https://doi.org/10.1007/s10956-011-9335-y |
| 117 | 51 | The computing alliance of Hispanic-Serving Institutions: Supporting hispanics at critical transition points | Gates, Ann Quiroz; Hug, Sarah; Thiry, Heather; Alo, Richard; Beheshti, Mohsen; Fernandez, John; Rodriguez, Nestor; Adjouadi, Malek | ACM Transactions On Computing Education | 2011 | Hispanics have the highest growth rates among all groups in the U.S., yet they remain considerably underrepresented in computing careers and in the numbers who obtain advanced degrees. Hispanics constituted about 7% of undergraduate computer science and computer engineering graduates and 1% of doctoral graduates in 2007-2008. The small number of Hispanic faculty, combined with the lack of Hispanic role models and mentors, perpetuates a troublesome cycle of underrepresentation in STEM fields. In 2004, seven Hispanic-Serving Institutions (HSIs) formed the Computing Alliance of Hispanic-Serving Institutions (CAHSI) to consolidate their strengths, resources, and concerns with the aim of increasing the number of Hispanics who pursue and complete baccalaureate and advanced degrees in computing areas. To address barriers that hinder students from advancing, CAHSI defined a number of initiatives, based on programs that produced promising results at one or more institutions. These included the following: a CS-0 course that focuses on adoption of a three-unit pre-CS course that uses graphics and animation to engage and prepare students who have no prior experience in computing; a peer mentoring strategy that provides an active, collaborative learning experience for students while creating leadership roles for undergraduates; an undergraduate and graduate student research model that emphasizes the deliberate and intentional development of technical, team, and professional skills and knowledge required for research and cooperative work; and a mentoring framework for engaging undergraduates in experiences and activities that prepare them for graduate studies and onto the professoriate. CAHSI plays a critical role in evaluating, documenting, and disseminating effective practices that achieve its mission. This paper provides an overview of CAHSI initiatives and describes how each addresses causes of underrepresentation of Hispanics in computing. In addition, it describes the evaluation and assessment of the initiatives and presents the results that support CAHSI's claim of their effectiveness. (Contains 6 tables, 4 footnotes and 3 figures.) | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | Underrepresented Racial/Ethnic Groups, Latinx/Hispanic | Survey, Qualitative, Multi-institution, Program Evaluation | T-test, ANOVA | Community Colleges, Minority Serving Institutions, Hispanic Serving Institutions | 10.1145/2037276.2037280 | https://doi.org/10.1145/2037276.2037280 |
| 118 | 53 | Introduction to Computer Science for Urban African American Students Using Sphero Robotics Workshop | Gosha, Kinnis; Ridley, Trey; Holmes, Ernest; Womack, Kevin; Scott, Jordan | Proceedings Of The Southeast Conference | 2017 | This paper introduces the use of an all-day coding workshop as an intervention to introduce and expose African American high school students from a southeastern urban school district to coding and computing careers. The workshop is held at a local HBCU and led by African American undergraduates computer science majors who attend that HBCU. The workshop is focused on a robotic ball called an Sphero that allows users to control its motion and color by writing lines of code. Results from workshop showed an increase of interest in pursuing a career in computing after graduation compared to interest before the start of the workshop. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3077286.3077323 | https://doi.org/10.1145/3077286.3077323 |
| 119 | 55 | A Statewide Survey on Computing Education Pathways and Influences: Factors in Broadening Participation in Computing | Guzdial, Mark; Ericson, Barbara J.; McKlin, Tom; Engelman, Shelly | Proceedings Of The Ninth Annual International Conference On International Computing Education Research | 2012 | In computing education, we have only just started developing methods for accurately measuring a student's understanding of introductory computing, let alone characterizing a whole classroom, school, or university system. As part of evaluating the impact of "Georgia Computes!" we sought an understanding the factors influencing undergraduate enrollment in introductory computing for an entire state in the United States of America. We gathered surveys from over 1400 undergraduate students in introductory computing classes from 19 higher-education institutions in a single state. The analysis provided insight into the impact of "Georgia Computes!", into the connections between stages of the computing education pathways, and how factors that influence students' pursuit of computing differ between genders and majority/minority group students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | Chi-square/Contingency Table, Regression | Community Colleges | 10.1145/2361276.2361304 | https://doi.org/10.1145/2361276.2361304 |
| 120 | 56 | What predicts student success in introductory data management classes? An investigation of demographic, personality, computer-related, and interaction variables | Harris, Kenneth J.; Harris, Ranida B.; Lambert, Alysa D. | Information Systems Education Journal | 2011 | Introduction to data management classes are often times students' first exposure to advanced material in these areas. Many factors are likely to influence success in these classes, but empirical investigations have focused on relatively few variables. In this study, we extend this research by examining the relative contributions of the previously examined variables of gender and age, as well as the personality (motivation) variables of need for achievement and conscientiousness and the computer-related variables of computer self-efficacy and computer anxiety. Further, we investigate interactions between age and these personality and computer-related variables. We examined these variables in a sample of 204 students. Results revealed that demographic and computer-related variables explained variance in classroom performance, as did three of the four age-variable interactions. Pedagogical implications of these results are discussed as well as directions for future research. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | Regression | NA | https://isedj.org/2011-9/N1/ISEDJv9n1p107.html | https://isedj.org/2011-9/N1/ISEDJv9n1p107.html |
| 121 | 57 | Peer mentors and their impact for beginning programmers | Hartness, Ken; Shannon, Li-Jen | Information Systems Education Journal | 2011 | The Computer Science department at SHSU is currently employing student mentors to assist with recruitment and retention. The primary purpose of these students is to help frustrated new majors in the beginning programming course realize that they are not alone in their struggles and to assist the students over hurdles in their learning and skill development. We examine the impact of peer mentors on students, including a breakdown of that impact across underrepresented groups. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | T-test, ANOVA | NA | https://isedj.org/2011-9/N6/ISEDJv9n6p21.html | https://isedj.org/2011-9/N6/ISEDJv9n6p21.html |
| 122 | 59 | Reboot: Revisiting factors influencing female selection of the CIS major | Hodges, Darin; Corley, Ken | Information Systems Education Journal | 2017 | A concern among many universities, this study reflects and continues research on the changing attitude and intent of selecting a Computer Information Systems major. Focusing on the gender gap for selection of major for women in this field, studies indicate instrumental beliefs and subjective norms can influence behavior and indicate how selection is influenced in undergraduate major selection. Experiential beliefs, overall image, job accessibility, and educational cost (workload) have been shown to influence academic path selection. Salient referents including family, friend, professors, and advisors have also been shown to indicate intent on selection of an academic major. The combination of these factors with respect to intent may be changing over time, and this study reconstructs survey questions and analyzes the difference in responses between the original research and this study. Comparison of student responses have indicated factors that females utilize to select undergraduate majors could be moving. All salient referents, personal image, genuine interest, overall attitudes toward the CIS major, and the intent of females to ultimately choose a CIS major showed significant differences between the studies. With these findings, this study discusses and recommends additional research to find what additional factors may be a work when selection of an undergraduate major by females is being completed. | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Students with Disabilities | Survey | T-test | NA | https://isedj.org/2017-15/n4/ISEDJv15n4p17.html | https://isedj.org/2017-15/n4/ISEDJv15n4p17.html |
| 123 | 62 | Application of Non-Programming Focused Treisman-Style Workshops in Introductory Computer Science | Jamieson, Alan C.; Jamieson, Lindsay H.; Johnson, Angela C. | Proceedings Of The 43Rd ACM Technical Symposium On Computer Science Education | 2012 | In the 1960s and 70s, Uri Treisman developed a specific style of workshops to encourage the retention of underrepresented minority students in Calculus courses at the University of California, Berkley. Since that time, workshops based on the Treisman model have been successfully implemented across the United States and have resulted in more underrepresented minority students successfully completing Calculus. Some attempts have been made to translate the Treisman model to Introductory Computer Science, but all previous attempts have been focused on programming skills. However, one of the student assumptions that deter women and underrepresented minorities from attempting a major or minor in Computer Science is that a computer scientist is purely a solitary programmer [11]. In this paper, we discuss a specific two year pilot program of non-programming focused Treisman-style workshops in conjunction with a Introductory Computer Science course. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Program Evaluation | Chi-square/Contingency Table | NA | 10.1145/2157136.2157219 | https://doi.org/10.1145/2157136.2157219 |
| 124 | 63 | Toward CS1 at Scale: Building and Testing a MOOC-for-Credit Candidate | Joyner, David | Proceedings Of The Fifth Annual ACM Conference On Learning At Scale | 2018 | If a MOOC is to qualify for equal credit as an existing on-campus offering, students must achieve comparable outcomes, both educational and attitudinal. We have built a MOOC for teaching CS1 with the intent of offering it for degree credit. To test its eligibility for credit, we delivered it as an online for-credit course for two semesters to 197 on-campus students who selected the online version rather than a traditional version. We compared the demographics, outcomes, and experiences of these students to the 715 students in the traditional version. We found the online students more likely to be older; to be underrepresented minorities; and to have previously failed a CS class. We then found that our online students attained comparable learning outcomes to students in the traditional section. Finally, we found that our online students perceived the online course quality more positively and required less time to achieve those comparable learning outcomes. | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups | Survey | Chi-square/Contingency Table | NA | 10.1145/3231644.3231665 | https://doi.org/10.1145/3231644.3231665 |
| 125 | 64 | Closing the gender gap in the technology major | Jung, Laura; Clark, Ulku; Patterson, Laurie; Pence, Toni | Information Systems Education Journal | 2017 | Technology makes up our daily lives and is a part of everything we do. The tech job market is expanding with more and more jobs needing to be filled by those with the necessary qualifications. Students are realizing the vast opportunities a career in technology can offer them and many are making the conscience decision to major in a technical field, such as computer science, management information systems, or information technology. However, women only make up a small percentage of those students who major in technical fields. With the job market in technology expanding and opportunities widely available, why is it that women hold only a small percentage of those students majoring in those fields? The purpose of this thesis is to show the influences that impact the choice of a woman's selection in a degree of study related to technology. This research is the result of survey prepared to explore the influences behind the gender gap. Survey questions were sent to and conducted on undergraduate students registered in Computer Science, Computer Information Technology, and Management Information System courses at the local university. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | NA | NA | https://isedj.org/2017-15/n1/ISEDJv15n1p26.html | https://isedj.org/2017-15/n1/ISEDJv15n1p26.html |
| 126 | 65 | Gender-Balanced TAs from an Unbalanced Student Body | Kamil, Amir; Juett, James; DeOrio, Andrew | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | Increasing participation of women and underrepresented minorities is a key challenge in the field of Computer Science Education. Balanced representation of these groups among teaching assistants in Computer Science courses influences recruitment and retention of underrepresented students. At the same time, the status-quo reduced participation of these students makes it more difficult to hire instructional staff from underrepresented groups. In this paper, we describe our experience evaluating candidates with teaching-demonstration videos, followed by in-person interviews, to hire a gender-balanced set of undergraduate TAs for a large-scale CS2 course. Our research goal is to quantitatively assess gender balance throughout the hiring process. Our initial applicant pool is just one-sixth women, but we found that women applicants perform better in our application process than men, resulting in a gender-balanced course staff without making hiring decisions based on the gender of applicants. We show that our approach results in a more gender-balanced teaching staff than hiring based on applicant GPA. We also use course-evaluation data to demonstrate that women perform as well as men as teaching assistants in CS2, and that the overall quality of our teaching assistants has remained high after the hiring-process change. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Qualitative, Program Evaluation | T-test, Correlation | NA | 10.1145/3287324.3287404 | https://doi.org/10.1145/3287324.3287404 |
| 127 | 66 | Exploring the Participation of CS Undergraduate Students in Industry Internships | Kapoor, Amanpreet; Gardner-McCune, Christina | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | Industry internships offer CS students an opportunity to gain authentic disciplinary experiences, evaluate self-interests, and secure future employment. However, little is empirically known about CS students' participation in industry internships and the preparation process used to successfully securing an internship. This paper presents findings from our multi-institutional study aimed at understanding the participation of CS students in industry internships as well as analyzing the differences between students who intern and those who do not. We surveyed 536 CS undergraduate students across three universities in the United States and analyzed the quantitative data using descriptive and inferential statistical methods. We used thematic analysis on the open-ended survey responses. Overall, we found that 40% of students participate in at least one internship. Demographically, equal proportions of males and females interned. However, we observed that students who have higher socioeconomic status were more likely to intern. Academically, there were no significant differences between students who intern and those who do not. However, through thematic analysis, we found differences regarding students' preparation process. Interns explicitly prepared to secure internship positions by practicing interview questions and dedicating time to career preparation. Students who do not intern were less involved in the application process or relied on coursework for securing internships. Quantitative results from the survey corroborated our qualitative findings that factors outside of coursework are influencing students' ability to secure industry internships. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Low-income Students | Survey, Qualitative, Multi-institution | T-test, Chi-square/Contingency Table | NA | 10.1145/3328778.3366844 | https://doi.org/10.1145/3328778.3366844 |
| 128 | 67 | Computer Science Olympiad: Exploring Computer Science through Competition | Kearse, Iretta B.; Hardnett, Charles R. | Proceedings Of The 39Th SIGCSE Technical Symposium On Computer Science Education | 2008 | Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | NA | Survey, Program Evaluation | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/1352135.1352167 | https://doi.org/10.1145/1352135.1352167 |
| 129 | 68 | Interdisciplinary Minor in Bioinformatics: First Results and Outlook | Khuri, Natalia; Lee, Wendy; Lehmkuhl-Dakhwe, K. Virginia; VanHoven, Miri; Khuri, Sami | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | There is a clear demand and need for more and better training in Computer Science for students of different backgrounds and genders. Traditional academic pathways for Computer Science majors and minors may not always be well suited for attracting underrepresented students. With the aim of recruiting and training students from life sciences, over 60 of whom are female, we established an alternative, programming-intensive pathway that is integrated within an interdisciplinary Bioinformatics minor. In this paper, we summarize the development and implementation of this program in a large public university, which can serve as a framework for new interdisciplinary programs in predominantly undergraduate institutions. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Experimental, Program Evaluation | Case Study | NA | 10.1145/3328778.3366804 | https://doi.org/10.1145/3328778.3366804 |
| 130 | 69 | Engaging women in computer science and engineering: Promising practices for promoting gender equity in undergraduate research experiences | Kim, Karen A.; Fann, Amy J.; Misa-Escalante, Kimberly O. | ACM Transactions On Computing Education | 2011 | Building on research that identifies and addresses issues of women's underrepresentation in computing, this article describes promising practices in undergraduate research experiences that promote women's long-term interest in computer science and engineering. Specifically, this article explores whether and how REU programs include programmatic elements designed to promote gender equity and identifies specific mechanisms that are seen as effective in supporting women in REU programs and in encouraging them to persist in computer science and engineering fields. The findings are drawn from a comprehensive study that includes a national survey of REU programs, follow-up interviews with REU program directors from across the country, and an in-depth evaluation of one REU program over four years. (Contains 1 table and 1 footnote.) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Qualitative, Multi-institution, Program Evaluation | NA | NA | 10.1145/1993069.1993072 | https://doi.org/10.1145/1993069.1993072 |
| 131 | 71 | Exploring formal learning groups and their impact on recruitment of women in undergraduate CS | Krause, Julie; Polycarpou, Irene; Hellman, Keith | SIGCSE 12: Proceedings Of The 43Rd ACM Technical Symposium On Computer Science Education | 2011 | As percentages of women in computing jobs and university programs decline, recruiting and retaining women in the field of Computer Science (CS) becomes increasingly important. Undergraduate CS programs, and more specifically, introductory-level CS courses, offer an opportunity to introduce women to CS studies. Furthermore, learning experiences in introductory CS courses can be pivotal in shaping female students' perceptions of CS. Collaborative learning, in various forms, is an instructional construct that has been shown to be effective in recruiting and retaining women in undergraduate CS programs. In this paper we present an exploratory study on formal learning groups and their potential to attract and maintain female students' interest in CS studies. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Qualitative | NA | NA | 10.1145/2157136.2157192 | https://doi.org/10.1145/2157136.2157192 |
| 132 | 73 | Need to Consider Variations within Demographic Groups When Evaluating Educational Interventions | Kumar, Amruth N. | Proceedings Of The 14Th Annual ACM SIGCSE Conference On Innovation And Technology In Computer Science Education | 2009 | Traditionally, educational interventions in Computer Science have been studied for their effect on entire classes, or specific demographic groups. But, in our studies, we have found that often, significant interactions exist among demographic groups. Treating demographic groups as homogeneous groups when evaluating educational interventions in Computer Science could miss subtle interactions among the groups. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution, Program Evaluation | ANOVA | NA | 10.1145/1562877.1562934 | https://doi.org/10.1145/1562877.1562934 |
| 133 | 74 | A Study of Stereotype Threat in Computer Science | Kumar, Amruth N. | Proceedings Of The 17Th ACM Annual Conference On Innovation And Technology In Computer Science Education | 2012 | A controlled study was conducted to detect stereotype threat on harder topics in introductory Computer Science. Students in the control group were asked to identify their demographic information before taking the test whereas students in the experimental group were asked to do so after completing the test. So, the control group was indirectly reminded of stereotypes before taking the test, when it could affect performance on the test, whereas the experimental group was reminded after the test when it could not affect test performance.Tests on two different loops were used, along with a partial cross-over design: a random group of students served as the control group on one test, and the experimental group on the other and vice versa. Mixed factor ANOVA analysis of the data showed that all the students scored significantly higher when not reminded of stereotypes before the test regardless of sex or race. In addition, average/below-average students scored significantly higher when not reminded of stereotypes before the test, again, regardless of sex or race. So, on harder topics in Computer Science, stereotype threat affects all the students, and in particular, the less-prepared students. In light of this, some suggestions are offered for avoiding stereotype threat during tests. | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups | Survey, Experimental, Multi-institution | ANOVA | NA | 10.1145/2325296.2325361 | https://doi.org/10.1145/2325296.2325361 |
| 134 | 75 | The Influence of Self-Efficacy, Gender Stereotypes and the Importance of It Skills on College Students' Intentions to Pursue IT Careers | Kvasny, Lynette; Joshi, KD; Trauth, Eileen | Proceedings Of The 2011 IConference | 2011 | Diversity-related themes such as social inclusion, community informatics, and broadening participation in undergraduate and graduate education are consistently discussed at the i-Conference. In this paper, the authors examine three factors (self-efficacy, gender stereotypes about IT skills, and the importance of IT skills) which are critical in shaping career choices of the iSchool undergraduate population. To further our understanding of human diversity, we seek to determine if there is variation in these three factors by race/ethnicity. The findings suggest that students across racial and ethnic backgrounds are similar in their beliefs about job skills required for IT careers as well as their ability to acquire and perform these skills. However, students seem to be more confident in their non-technical skills and place highest importance on human skills. Information science undergraduate programs may, therefore, need to place greater emphasis on the transfer of technical skills and educate students about the importance of these skills in the workplace. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/1940761.1940831 | https://doi.org/10.1145/1940761.1940831 |
| 135 | 76 | Experiences of Computer Science Transfer Students | Kwik, Harrison; Xie, Benjamin; Ko, Andrew J. | Proceedings Of The 2018 ACM Conference On International Computing Education Research | 2018 | About half of recent computer and information science graduates attended community college at some point. Prior work on transfer students in general suggests that the transfer process can engage people from underrepresented communities, but can also be academically and socially "shocking". However, we know little about the experiences of transfer students in computer science in particular. We used the Laanan-Transfer Student Questionnaire (L-TSQ) to survey 25 transfer students and 135 native (non-transfer) students and conducted follow-up interviews with 8 transfer students attending a large public 4-year university in a city with significant technology industry presence. We found that while transfer students were more diverse demographically, the support of the university for transfer student orientation tended to mitigate social shocks of transferring. This did not, however, eliminate gaps in academic performance. These findings suggest that there are other non-social factors that influence academic performance that CS programs must support to equitably engage students who transfer. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Qualitative, Multi-institution | NA | NA | 10.1145/3230977.3231004 | https://doi.org/10.1145/3230977.3231004 |
| 136 | 79 | Women planning to major in computer science: Who are they and what makes them unique? | Lehman, Kathleen J.; Sax, Linda J.; Zimmerman, Hilary B. | Computer Science Education | 2016 | Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor’s degrees. Understanding women’s low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing. [ABSTRACT FROM PUBLISHER] | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | T-test | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1080/08993408.2016.1271536 | https://doi.org/10.1080/08993408.2016.1271536 |
| 137 | 80 | Better Late Than Never: Exploring Students' Pathways to Computing in Later Stages of College | Lehman, Kathleen J.; Wofford, Annie M.; Sendowski, Michelle; Newhouse, Kaitlin N. S.; Sax, Linda J. | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | While introductory computing courses (i.e., CS1) continue to enroll large proportions of first- and second-year computing majors, more non-majors than ever before are enrolling in CS1 at later points in their college careers. These "latecomers" to computing are a unique population that may be more diverse, given that prior research indicates students from historically underrepresented groups often develop an interest in computing later than White and Asian men. Thus, as computing departments grapple with the pressures to broaden participation, latecomers to CS1 may be a population from which to recruit women and underrepresented students of color. Using survey data from a nationwide study of CS1 course takers, this study explores the demographic and academic background characteristics of students who took CS1 in their third year or beyond. We also analyzed the characteristics and CS1 experiences that predict latecomers' decisions to major or minor in computing. Findings indicate that latecomers came from a variety of academic disciplines and were more likely than computing majors who take CS1 courses earlier in college to be women. However, latecomers who were women were less likely than men to be recruited to a computing major or minor. Additional findings and implications for practice are discussed. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | Regression | NA | 10.1145/3328778.3366814 | https://doi.org/10.1145/3328778.3366814 |
| 138 | 81 | Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines | Lent, Robert W.; Lopez, Antonio M., Jr.; Lopez, Frederick G.; Sheu, Hung-Bin | Journal Of Vocational Behavior | 2008 | We tested the fit of the social cognitive choice model [Lent, R. W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph]. Journal of Vocational Behavior, 45, 79-122] to the data across gender, educational level, and type of university among students in a variety of computing disciplines. Participants were 1208 students at 21 historically Black and 21 predominantly White universities. They completed measures of self-efficacy, outcome expectations, interests, goals, and social supports and barriers with respect to computing majors. The SCCT model yielded adequate fit to the data across each of the grouping variables. Implications for future research on SCCT's choice hypotheses in the context of science and engineering-related fields are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | Structural Equation Modeling (SEM), Correlation | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1016/j.jvb.2008.01.002 | https://doi.org/10.1016/j.jvb.2008.01.002 |
| 139 | 82 | Social cognitive predictors of the interests and choices of computing majors: Applicability to underrepresented students | Lent, Robert W.; Lopez, Frederick G.; Sheu, Hung-Bin; Lopez, , Antonio M. | Journal Of Vocational Behavior | 2011 | Abstract: In a replication and extension of earlier research, we examined the explanatory adequacy of the social cognitive choice model (Lent, Brown, & Hackett, 1994) in a sample of 1404 students majoring in a variety of computing disciplines at 23 historically Black and 27 predominantly White universities. Participants completed measures of self-efficacy, outcome expectations, interests, goals, and social supports and barriers relative to the pursuit of computing degrees. The social cognitive model generally provided adequate fit to the data across two academic year cohorts (2006, 2007), gender, institutional setting, racial/ethnic groups (European and African Americans), and educational level (beginning and advanced undergraduates). Outcome expectations, however, did not contribute uniquely to the predictive model. Implications for further research on social cognitive theory in the context of science and technology fields are discussed. [Copyright &y& Elsevier] | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | Structural Equation Modeling (SEM), ANOVA, Correlation | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1016/j.jvb.2010.10.006 | https://doi.org/10.1016/j.jvb.2010.10.006 |
| 140 | 84 | Alignment of Goals and Perceptions of Computing Predicts Students' Sense of Belonging in Computing | Lewis, Colleen; Bruno, Paul; Raygoza, Jonathan; Wang, Julia | Proceedings Of The 2019 ACM Conference On International Computing Education Research | 2019 | The lack of diversity has been a troubling issue for the field of computing. As the industry continues to expand, it is imperative that diversity levels in computing fields increase to fill the ever-growing number of computing jobs and to represent the technological needs of a diverse populace. Our research seeks to better understand the factors that lead to this lack of diversity by analyzing data from computing majors from colleges within the United States and Canada. Our study reveals that students of different demographic backgrounds have varying levels of communal values, which, depending on how they perceive the affordance of computing to fulfill such values, predict their sense of belonging in computing, which is an important predictor of student retention. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution | T-test, ANOVA, Regression, Confidence Interval | NA | 10.1145/3291279.3339426 | https://doi.org/10.1145/3291279.3339426 |
| 141 | 85 | Attracting a New Generation of Students to Computing | Lewis, Dan; Figueira, Silvia | J. Comput. Sci. Coll. | 2014 | A combination of scholarship incentives and a new interdisciplinary degree program were used to increase the number and diversity of students majoring in computing at Santa Clara University. A 2009 grant from the Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program of the National Science Foundation (NSF) provided scholarships of up to $10,000 per year for two cohorts of students. This paper describes how these scholarships and the new degree program impacted both the enrollment and diversity of undergraduates majoring in computing, what worked well and what did not, and what was learned from the experience. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | NA | NA | 10.5555/2667369.2667393 | https://doi.org/10.5555/2667369.2667393 |
| 142 | 87 | Cultural Representations of Gender among u. s. Computer Science Undergraduates: Statistical and Data Mining Results | Lopez, Antonio M.; Zhang, Kun; Lopez, Frederick G. | Proceedings Of The 39Th SIGCSE Technical Symposium On Computer Science Education | 2008 | Worldwide, there is substantial evidence that cultural contexts may either support or hinder the number of women versus men participating in computing. There is also evidence that certain computing disciplines have more appeal to women than others. Hence research on any computing gender gap should be specific to a culture and a computing discipline. In the United States (US) a popular belief is that Computer Science (CS) has a decidedly 'masculine culture'. This paper reports on research that investigates this perception, comparing CS undergraduates to undergraduates in non-computing disciplines (NCD). The data were collected in a nationwide purposeful sampling of US citizens attending Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) with an ethnic compositional focus on African Americans and Caucasians. The paper describes a survey scale developed in the US to characterize a person's gender role as feminine, masculine, or androgynous. The data were analyzed using statistical and data mining techniques. Surprisingly, CS students were found to be more androgynous than masculine. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | T-test, Chi-square/Contingency Table, ANOVA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/1352135.1352275 | https://doi.org/10.1145/1352135.1352275 |
| 143 | 96 | Does Outreach Impact Choices of Major for Underrepresented Undergraduate Students? | McGill, Monica M.; Decker, Adrienne; Settle, Amber | Proceedings Of The Eleventh Annual International Conference On International Computing Education Research | 2015 | Over the last decade, there has been a concerted effort to bring more diverse voices to the technology field, with much of this being done through outreach activities to girls and boys. Unfortunately, data demonstrating the long-term impact of outreach activities remains rare. To contribute to knowledge on the longitudinal effect of outreach programs, we used a quantitative methodology that followed a descriptive design approach to explore the impact of participation in outreach activities on the choice of undergraduate major. Of those surveyed, 45.3% of the 770 respondents recalled participating in these activities. The results indicate that these activities had a more positive impact on Asians and more negative impact on Hispanics. Blacks/African Americans were more likely to voluntarily participate in outreach activities than Hispanics, and whites were more likely to feel that they were a welcome part of the group than non-whites. The results also may indicate that when outreach programs are available in earlier grades, they are not reaching non-white participants to the same extent as white participants. | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Survey, Longitudinal, Multi-institution | T-test, Chi-square/Contingency Table, ANOVA, Correlation, Confidence Interval | NA | 10.1145/2787622.2787711 | https://doi.org/10.1145/2787622.2787711 |
| 144 | 98 | Demographics of undergraduates studying games in the United States: A comparison of computer science students and the general population. | McGill, Monica M.; Settle, Amber; Decker, Adrienne | Computer Science Education | 2013 | Our study gathered data to serve as a benchmark of demographics of undergraduate students in game degree programs. Due to the high number of programs that are cross-disciplinary with computer science programs or that are housed in computer science departments, the data is presented in comparison to data from computing students (where available) and the US population. Participants included students studying games at four nationally recognized postsecondary institutions. The results of the study indicate that there is no significant difference between the ratio of men to women studying in computing programs or in game degree programs, with women being severely underrepresented in both. Women, blacks, Hispanics/Latinos, and heterosexuals are underrepresented compared to the US population. Those with moderate and conservative political views and with religious affiliations are underrepresented in the game student population. Participants agree that workforce diversity is important and that their programs are adequately diverse, but only one-half of the participants indicated that diversity has been discussed in any of their courses. [ABSTRACT FROM AUTHOR] | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, LGBTQ+ Students | Survey, Multi-institution | Chi-square/Contingency Table | NA | 10.1080/08993408.2013.769319 | https://doi.org/10.1080/08993408.2013.769319 |
| 145 | 99 | The applied and workforce baccalaureate at South Texas college: Specialized workforce development addressing economic development | Mejia, Juan E. | New Directions For Community Colleges | 2012 | South Texas College (STC), created in 1993 as South Texas Community College (STCC), has developed from a concept by visionary leaders in the region to currently offering more than one hundred degree and certificate options for students from the counties of Hidalgo and Starr, including two bachelor of applied technology (B.A.T.) degrees. These specialized baccalaureates were developed in partnership with business and industry as a direct response to regional workforce needs. The degrees, which are in the fields of technology management and computer information technologies, provide higher education access to a predominately Hispanic student population and are therefore contributing to the Texas Higher Education Coordinating Board goals of "Closing the Gaps" by raising higher education participation rates and by increasing the number of students earning bachelor degrees. This chapter describes the impact of two workforce baccalaureates of applied technology degrees of South Texas College on higher education access for predominately Hispanic students. The addition of the workforce baccalaureates serves as an example of how such degrees increase participation rates for minority students. (Contains 4 tables.) | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Latinx/Hispanic | Survey | NA | Community Colleges | 10.1002/cc.20016 | https://doi.org/10.1002/cc.20016 |
| 146 | 100 | Assisting Bioinformatics Programs at Minority Institutions: Needs Assessment, and Lessons Learned – A Look at an Internship Program | Mendez, Ricardo Gonzalez; Torres, Jimmy; Ishwad, Pallavi; Nicholas, Hugh B.; Ropelewski, Alexander | Proceedings Of The Xsede16 Conference On Diversity, Big Data, And Science At Scale | 2016 | Over the last two decades, there has been a general acknowledgement within the scientific community that modern biology is becoming increasingly computational and to be prepared biologists need to build computational skills.We present work in assisting Bioinformatics efforts at minority institutions in the USA funded through a National Institutes of Health (NIH) grant over the last 15 years. The primary aim was to create a program for assisting minority institutions in building multidisciplinary bioinformatics training programs. The program involves four components for immediate and long-term increases in research opportunities at minority institutions. Specifically, we describe the results of a two month internship program. Through pre and post surveys reported by the participants, we have measured the skills levels of the internship participants prior to the training beginning and at the end of the training. The interns in the program have a stated interest in bioinformatics and are drawn exclusively from multiple minority serving institutions (MSIs) across the United States. The results of the incoming surveys indicate that the participants have acquired basic bioinformatics knowledge, but have not acquired general computational science skills needed to be successful practitioners within the field.This program has been a highly successful outreach effort and a very sound and cost-effective use of the Minority Access to Research Careers (MARC) funding program from NIH. Important lessons have been learned about bioinformatics education that should be implemented at the policy level in order to ensure that educators, students and researchers at minority serving institutions can address science problems using state-of-the-art computational methods, computational genomics and Big Data. We offer suggestions based on our experience in working with MSIs and with High Performance Computing (HPC) to help improve the preparation of students for careers as bioinformatics scientists. | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | 10.1145/2949550.2949641 | https://doi.org/10.1145/2949550.2949641 |
| 147 | 103 | Engagement, persistence, and gender in computer science: Results of a smartphone ESM study | Milesi, Carolina; Perez-Felkner, Lara; Brown, Kevin; Schneider, Barbara | Frontiers In Psychology | 2017 | While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women’s engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women’s underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | Regression | NA | 10.3389/fpsyg.2017.00602 | https://doi.org/10.3389/fpsyg.2017.00602 |
| 148 | 104 | PyRTL in Early Undergraduate Research | Mirza, Diba; Dangwal, Deeksha; Sherwood, Timothy | Proceedings Of The Workshop On Computer Architecture Education | 2019 | Undergraduate research experiences are a promising way to broaden participation in computer architecture research and have been shown to improve student learning, engagement, and retention. These outcomes can be more profound and lasting if students experience research early. However, there are many barriers to early research in computer architecture some of which include the gap between pedagogy and research, the lower emphasis on hardware design compared to software in first year courses, and the lack of online resources. We propose lowering these barriers through a methodical approach by involving undergraduates in early research and by creating freely available and innovative educational tools for designing hardware.We present the experience of a team of undergraduate students with research over one academic year using a Python hardware description language, PyRTL. PyRTL was developed to enable early entry into digital design. Its overarching goals are simplicity, usability, clarity, and extensibility, a stark contrast to traditional languages like Verilog and VHDL that have a steep learning curve. Instead of introducing traditional languages early in the undergraduate curriculum, PyRTL takes the opposite approach, which is to build on what students already know well: a popular programming language (Python), software design patterns, and software engineering principles. The students conducted their research in the context of the Early Research Scholars Program (ERSP), a program designed to expand access to research among women and underrepresented minority students in their second year through a well designed support structure. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Program Evaluation | NA | NA | 10.1145/3338698.3338890 | https://doi.org/10.1145/3338698.3338890 |
| 149 | 106 | Critical ancestral computing: A culturally relevant computer science education. | Moreno Sandoval, Cueponcaxochitl Dianna | Psychnology Journal | 2013 | At first glance ancestral knowledge and computer science appear incompatible. Critical ancestral computing--socio-cultural and historical ecosystem approaches to solve complex problems--as an epistemological center for computer science education opens a pathway of critical consciousness, academic success and cultural relevance (Ladson-Billings, 2009). Weaving both disciplines to build a tapestry of critical ancestral computing in urban computer science education sets a stage for social transformation of present-day colonialism (Orelus, 2012). Critical ancestral computing feeds 1) a socio-historical learning context, 2) positive cultural academic identity formations, and 3) advocacy approaches that link engagement with society as individual and collective action by interrupting neocolonialism and prioritizing the health of social and environmental well-being. [ABSTRACT FROM AUTHOR] | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Low-income Students | Survey | NA | NA | http://www.psychnology.org/index.php?page=abstract---volume-11---morenosandoval | http://www.psychnology.org/index.php?page=abstract---volume-11---morenosandoval |
| 150 | 109 | Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor's Degree in Computer Science | Narayanan, Sathya; Cunningham, Kathryn; Arteaga, Sonia; Welch, William J.; Maxwell, Leslie; Chawinga, Zechariah; Su, Bude | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | CSin3 is a cohort-based, three-year computer science bachelor's degree program that has increased graduation rates of traditionally underrepresented computer science students. A collaborative effort between a community college and a public university, CSin3 provides a clear pathway for upward socio-economic mobility into the high-paying technology industry. CSin3 students are 90% from traditionally underrepresented groups, 80% first-generation, 32% female, and have a three-year graduation rate of 71%, compared to a 22% four-year graduation rate for traditional computer science students. Upon graduation, CSin3 students score similarly on a standardized exam of computer science knowledge as compared to traditional students who graduate in 4 years or more. The first graduates had a job placement rate of 78% within two months of graduation, including positions at large technology companies like Apple, Salesforce, and Uber. By implementing a cohort-based learning community, a pre-defined course pathway, just-in-time academic and administrative support, comprehensive financial aid, and a focus on 21st century skills, the CSin3 program has demonstrated promising results in addressing the capacity, cost, quality, and diversity challenges present in the technology industry. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, First-generation Students, Low-income Students | Survey, Multi-institution | NA | NA | 10.1145/3159450.3159551 | https://doi.org/10.1145/3159450.3159551 |
| 151 | 110 | A Support Program for Introductory CS Courses That Improves Student Performance and Retains Students from Underrepresented Groups | Newhall, Tia; Meeden, Lisa; Danner, Andrew; Soni, Ameet; Ruiz, Frances; Wicentowski, Richard | Proceedings Of The 45Th ACM Technical Symposium On Computer Science Education | 2014 | In line with institutions across the United States, the Computer Science Department at Swarthmore College has faced the challenge of maintaining a demographic composition of students that matches the student body as a whole. To combat this trend, our department has made a concerted effort to revamp our introductory course sequence to both attract and retain more women and minority students.The focus of this paper is the changes instituted in our Introduction to Computer Science course (i.e., CS1) intended for both majors and non-majors. In addition to changing the content of the course, we introduced a new student mentoring program that is managed by a full-time coordinator and consists of undergraduate students who have recently completed the course.This paper describes these efforts in detail, including the extension of these changes to our CS2 course and the associated costs required to maintain these efforts. We measure the impact of these changes by tracking student enrollment and performance over 13 academic years. We show that, unlike national trends, enrollment from underrepresented groups has increased dramatically over this time period. Additionally, we show that the student mentoring program has increased both performance and retention of students, particularly from underrepresented groups, at statistically significant levels. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | Regression | NA | 10.1145/2538862.2538923 | https://doi.org/10.1145/2538862.2538923 |
| 152 | 112 | Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding | Parker, Miranda C.; Solomon, Amber; Pritchett, Brianna; Illingworth, David A.; Marguilieux, Lauren E.; Guzdial, Mark | Proceedings Of The 2018 ACM Conference On International Computing Education Research | 2018 | Socioeconomic status (SES) has a measurable impact on many educational outcomes and likely also influences computer science (CS) achievement. We present a novel model to account for the observed connections between SES and CS achievement. We examined possible mediating variables between SES and CS achievement, including spatial ability and access to computing. We define access as comprised of measurements of prior learning opportunities for computing, perceptions of computer science, and encouragement to pursue computing. The factors (SES, spatial ability, access to computing, and CS achievement) were measured through surveys completed by 163 students in introductory computing courses at a college level. Through the use of exploratory structural equation modeling, we found that these variables do impact each other, though not as we originally hypothesized. For our sample of students, we found spatial ability was a mediating variable for SES and CS achievement, but access to computing was not. Neither model explained all the variance, and our subject pool of US college students had higher than average SES. Our findings suggest that SES does influence success in computer science, but that relationship may not be due to access to computing education opportunities. Rather, SES might be influencing variables such as spatial ability which in turn influence CS performance. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Low-income Students | Survey, Multi-institution | Structural Equation Modeling (SEM), Chi-square/Contingency Table, Correlation, Regression | NA | 10.1145/3230977.3230987 | https://doi.org/10.1145/3230977.3230987 |
| 153 | 118 | The effects of integrating service learning into computer science: An inter-institutional longitudinal study | Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Huifang | Computer Science Education | 2015 | This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of the Students & Technology in Academia, Research, and Service (STARS) Alliance, an NSF-supported broadening participation in computing initiative that aims to diversify the computer science pipeline through innovative pedagogy and inter-institutional partnerships. The current paper describes how the STARS Alliance has expanded to diverse institutions, all using service learning as a vehicle for broadening participation in computing and enhancing attitudes and behaviors associated with student success. Results supported the STARS model of service learning for enhancing computing efficacy and computing commitment and for providing diverse students with many personal and professional development benefits. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | NA | Survey, Longitudinal, Multi-institution | ANOVA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1080/08993408.2015.1086536 | https://doi.org/10.1080/08993408.2015.1086536 |
| 154 | 119 | STARS Computing Corps: Enhancing engagement of women and underrepresented students in computing | Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Huifang | 2015 Research In Equity And Sustained Participation In Engineering, Computing, And Technology (RESPECT) | 2015 | The STARS Computing Corps is a national alliance of colleges and universities that facilitates student led regional engagement in computing service projects. In this paper, we present the results of a study of more than 400 students from across 20 institutions to examine the impact of participation in STARS. Results of the study show that there are many benefits for undergraduate computing students who engage in STARS projects across a variety of STARS institutions, including academic, career, and personal benefits, with students that are underrepresented in computing (i.e., females and ethnic minorities) benefitting more than others. The findings also indicate that higher degrees of student and faculty engagement in STARS projects are associated with greater student benefits. These findings establish empirical support for the STARS model of engagement, a flexible approach that can be applied across a variety of institutional types to positively impact traditionally under-represented students in computing. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution, Program Evaluation | T-test, Correlation | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1109/RESPECT.2015.7296495 | https://doi.org/10.1109/RESPECT.2015.7296495 |
| 155 | 121 | Group Note-Taking in a Large Lecture Class | Plaue, Christopher; LaMarca, Sal; Funk, Shelby H. | Proceedings Of The 43Rd ACM Technical Symposium On Computer Science Education | 2012 | Large introductory-level classes provide a cost-efficient approach for universities to serve many students at once, but also present several challenges to learning (e.g., poor visual angles). In addition, more students with declared, undeclared, or undiagnosed learning disabilities are entering the college and university systems. In the spirit of universal design, we created a group note-taking system in our large introductory computer science course to increase interaction amongst students, promote good note-taking strategies, and provide study resources to all students while also fulfilling the role of accommodating for students with learning disabilities. We show that the section of the course taught with our intervention performed significantly better on their final examination compared to a course taught without the intervention. We report that students enjoyed increased interactions with their peers, and that one third of the class self-reported an increase in their note-taking skills. Furthermore, our intervention only required minimal cost to the institution, and no financial cost to students, and is easily implemented in any size class. | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Students with Disabilities | Survey, Program Evaluation | NA | NA | 10.1145/2157136.2157203 | https://doi.org/10.1145/2157136.2157203 |
| 156 | 124 | Understanding Who Enrolls in Introductory Computing Courses at Community Colleges | Quinn, Beth A.; DuBow, Wendy M.; Sul, David | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | Effective teaching requires understanding where students are coming from. Retaining students who have been historically underrepresented in computing requires the same, especially in introductory courses. This paper draws from surveys of students in introductory computing courses at seven geographically dispersed community colleges. We use K-means cluster analysis to differentiate students based on their responses to questions measuring constructs related to student success in computing courses and persistence. The resulting five clusters were compared on outcome variables, including final grades, intent to persist in computing, and gender and race/ethnicity. We focus on community colleges because they are uniquely well-positioned to broaden participation in computing; however, the implications extend beyond the community college context. We conclude by discussing methodological and pedagogical implications, including how findings can challenge assumptions and stereotypes about introductory computing students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Qualitative, Multi-institution | Correlation | Community Colleges | 10.1145/3287324.3287402 | https://doi.org/10.1145/3287324.3287402 |
| 157 | 128 | Food for Thought: Supporting African American Women's Computational Algorithmic Thinking in an Intro CS Course | Rankin, Yolanda A.; Thomas, Jakita O.; Irish, India | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | African American women who have little if any experience in computer programming prior to matriculation into college often struggle in introductory CS courses that emphasize programming from the outset. These same students feel underprepared and disadvantaged, oftentimes choosing to withdraw from such courses which contributes to the underrepresentation of African American women in CS. The challenge lies in creating equitable learning environments that bridge students' everyday experiences to fundamental CS concepts. In this experience report, we introduce the Dessert Wars Challenge, an alternative pedagogical strategy that leverages students' everyday experiences with food to forge meaningful connections to CS. We examine how African American women's participation in the Dessert Wars Challenge supports the development of their Computational Algorithmic Thinking (CAT) capabilities, the ability to design, implement, assess and adapt algorithms, and contributes to their retention in a college-level introductory CS course. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey | NA | NA | 10.1145/3287324.3287484 | https://doi.org/10.1145/3287324.3287484 |
| 158 | 129 | The role of majority groups in diversity programs | Rheingans, Penny; Brodsky, Anne; Scheibler, Jill; Spence, Anne | ACM Transactions On Computing Education | 2011 | The underrepresentation of women in technical fields is a widely acknowledged national problem, limiting both the raw size of the talent pool and the diversity of experiences and perspectives of those who will design solutions to key problems facing society. Empowering women to succeed in these fields is clearly one important component of any solution. Because the population in those fields will likely continue to be overwhelmingly male for some time to come, men must also be a key component of the solution. Specifically, since the attitudes of the majority group are a strong determinant of climate, it is almost equally important to foster a population of men supportive of increasing the representation of women. As at most universities and technical companies, women are a minority in all majors in the University of Maryland Baltimore County (UMBC) College of Engineering and Information Technology (COEIT). In most majors, they are a small minority. The UMBC Center for Women and Information Technology (CWIT) is dedicated to increasing the representation of women in engineering and information technology fields. At the heart of these efforts is the CWIT Scholar Program, a selective merit scholarship program for undergraduates majoring in engineering and IT who are committed to increasing the representation of women in those fields. In addition to financial support, the CWIT Scholar Program provides a supportive community, academic and professional development programming, networking opportunities, and a residential Living Learning Community. Almost from the beginning, some CWIT scholars have been men. 28 percent of current CWIT scholars are men. Perhaps not surprisingly, female CWIT scholars have dramatically higher retention and completion rates than other women majoring in these fields. In this article, we look at a second effect of the CWIT Scholar Program, that of changing awareness and attitudes of the men who participate. We discuss programs and present results of a survey of attitudes regarding technical, academic, and gender issues in engineering and IT education. We disaggregate survey participants to show differences between the attitudes of women, scholar men, and men not participating in a diversity program. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Qualitative | NA | NA | 10.1145/1993069.1993075 | https://doi.org/10.1145/1993069.1993075 |
| 159 | 132 | A National Study of Undergraduate Research Experiences in Computing: Implications for Culturally Relevant Pedagogy | Rorrer, Audrey Smith; Allen, Joseph; Zuo, Huifang | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | In this paper, we describe a large-scale, long-term study of a National Science Foundation undergraduate research program via the Computer and Information Science and Engineering (CISE) Research Experiences for Undergraduates (REU) Evaluation Toolkit project. The overarching research questions are: what attitudinal shifts occur for undergraduate research experience student participants, and do experience perceptions differ based upon student demographics? Results across two cohort years showed statistically significant gains for several key program level outcomes. However, intent to go to graduate school decreased in both cohorts. Gender and ethnicity differences were observed. Women and underrepresented minority group students had significantly higher scores for several factors. These findings are discussed in context of culturally relevant pedagogy for undergraduate research programs. This study is unique in its scale and scope, providing a depiction of student outcomes across multiple cohorts of a national sample including over 58 computing research sites and more than 900 undergraduate students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution, Program Evaluation | ANOVA | NA | 10.1145/3159450.3159510 | https://doi.org/10.1145/3159450.3159510 |
| 160 | 133 | Identifying the Prevalence of the Impostor Phenomenon Among Computer Science Students | Rosenstein, Adam; Raghu, Aishma; Porter, Leo | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | The Impostor Phenomenon (IP) is often discussed as a problem in the field of computer science, but there has yet to be an empirical study to establish its prevalence among CS students. One survey by the Blind app found that a high number of software engineers at some of the largest technology companies self-reported feelings of Impostor Syndrome; however, self-reporting of Impostor Syndrome is not the standard diagnostic for identifying whether an individual exhibits feelings of the Impostor Phenomenon. In this work, the established Clance IP Scale is used to identify the prevalence of IP among graduate and undergraduate computer science students at a large research-intensive North American institution. Among this population of over 200 students, 57% were found to exhibit frequent feelings of the Impostor Phenomenon with a larger fraction of women (71%) experiencing frequent feelings of the Imposter Phenomenon than men (52%). Additionally, IP was found to have greater prevalence among computer science students than among students of other populations from comparable studies. Due to the negative impacts associated with feelings of the Impostor Phenomenon, computer science education should work to improve student awareness and help student cope with these feelings. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, ANOVA | NA | 10.1145/3328778.3366815 | https://doi.org/10.1145/3328778.3366815 |
| 161 | 134 | The Intersection of Being Black and Being a Woman: Examining the Effect of Social Computing Relationships on Computer Science Career Choice | Ross, Monique; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip | ACM Trans. Comput. Educ. | 2020 | Computer science (CS) has been identified as one of the fastest-growing professions, with demand for CS professionals far outpacing the supply of CS graduates. The necessity for a trained CS workforce has compelled industry and academia to evaluate strategies for broadening participation in CS. The current literature in CS education emphasizes the importance of social relationships and supports for individuals from underrepresented groups. Unfortunately, this literature has largely been limited to either the exploration of issues of women or that of underrepresented racial/ethnic groups. These limited views generalize characteristics of specific underrepresented groups without considering intersections between these groups. This quantitative study (n = 3,206) addressed that shortcoming by leveraging inferential statistical methods to examine (i) the similarities and differences between the social CS-related experiences of Black women, Black men, and non-Black women in the United States; (ii) the relationship between these experiences and CS career choices; and (iii) the activities during which significant social experiences might occur. The results indicate that Black women's social experiences are often different from the experiences of both Black men and non-Black women. In particular, both Black men and non-Black women had more CS friends than Black women, whereas having these friends was more significant for the CS career choice for Black women. Introductions to CS in school, before college, were negatively related to career choice for all groups, whereas home support was positive for both Black women and men. This work suggests that considering intersectionality is important to understanding the needs of different individuals, as well as the importance of social supports for persistence in CS. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | ANOVA, Correlation, Regression | NA | 10.1145/3377426 | https://doi.org/10.1145/3377426 |
| 162 | 135 | Orientation of undergraduates toward careers in the computer and information sciences: Gender, self-efficacy and social support | Rosson, Mary Beth; Carroll, John M.; Sinha, Hansa | ACM Transactions On Computing Education | 2011 | Researchers have been working to understand the factors that may be contributing to low rates of participation by women and other minorities in the computer and information sciences (CIS). We describe a multivariate investigation of male and female university students' orientation to CIS careers. We focus on the roles of "self-efficacy" and peer-based "social support" as social-cognitive variables in the students' learning process. We explore these variables and their impact on career orientation through a set of overlapping regression models. In general, we find that strong social support and high self-efficacy are associated with strong orientation toward careers in CIS careers. However the influences of perceived self-efficacy and social support appear to differ for men and women: while low self-efficacy is tied to less social support for males, we see no similar tendency for females. In fact many females who report themselves as low in self-efficacy consider themselves to have high social support among their peers. We discuss the implications of our findings for programs aimed at outreach to both males and females regarding CIS education and careers. (Contains 6 footnotes, 10 tables and 1 figure.) | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | Correlation, Regression | NA | 10.1145/2037276.2037278 | https://doi.org/10.1145/2037276.2037278 |
| 163 | 138 | Anatomy of an enduring gender gap: The evolution of women's participation in computer science | Sax, Linda J.; Lehman, Kathleen J.; Jacobs, Jerry A.; Kanny, M. Allison; Lim, Gloria; Monje-Paulson, Laura; Zimmerman, Hilary B. | Journal Of Higher Education | 2017 | Given growing interest in computing fields, as well as a longstanding gender gap in computer science, this study used nationwide survey data on college students during 4 decades to: (a) document trends in aspirations to major in computer science among undergraduate women and men; (b) explore the characteristics of women and men who choose to major in computer science and how this population has evolved over time; and (c) identify the key determinants of the gender gap in the selection of computer science majors during the past 4 decades. The data included 8 million students attending 1,225 baccalaureate-granting institutions from 1971 to 2011, with selected-year multivariate analyses of 18,830 computer science majors (and 904,307 students from all other majors). The results revealed heavy fluctuations in students' interest in computer science from 1971 to 2011, with trends highlighting a significant downturn between the late 1990s and 2011 as well as a persistent, sizeable underrepresentation of women across all years. The study also showed that while some of the traditional explanations for the gender gap in computer science held true, there have been distinctive shifts in who pursues computer science and why some students may be particularly interested in or dissuaded from the major. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | Structural Equation Modeling (SEM), Regression | Community Colleges, Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1080/00221546.2016.1257306 | https://doi.org/10.1080/00221546.2016.1257306 |
| 164 | 139 | Examining the enrollment growth: non-CS majors in CS1 courses | Sax, Linda J.; Lehman, Kathleen J.; Zavala, Christina | Proceedings Of The 2017 ACM SIGCSE Technical Symposium On Computer Science Education | 2017 | As enrollments in computer science (CS) undergraduate programs are booming, CS departments are struggling to accommodate more students while also seeking to bring more women and underrepresented minority (URM) students into the field. A particular burden has been placed on introductory CS (i.e., CS1) courses to navigate these important, but sometimes competing, realities. As CS departments employ strategies to manage growing enrollments and recruit more diverse students into their CS1 courses, administrators and faculty will benefit from knowing more about the students who take these courses and how they may differ based on their major (CS majors and non-majors), gender, and race/ethnicity. This paper presents findings from a national study of CS1 courses and discusses key differences in introductory course students' demographic and background characteristics and pre-course experiences across these groups. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | NA | NA | 10.1145/3017680.3017781 | https://doi.org/10.1145/3017680.3017781 |
| 165 | 140 | Does AP CS Principles broaden participation in computing? An analysis of APCSA and APCSP participants | Sax, Linda J.; Newhouse, Kaitlin N.S.; Goode, Joanna; Skorodinsky, Max; Nakajima, Tomoko M.; Sendowski, Michelle | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | A major attempt to broaden participation in computer science has centered on the design and development of a new high school Advanced Placement (AP) course, AP Computer Science Principles (CSP). This course was created to intentionally engage a wider and more diverse group of students in learning about computing than those who had historically enrolled in programming-focused AP Computer Science "A" (CSA). After several years in the pilot phase, the course was officially offered by the College Board in 2016-17. This paper uses nationwide Freshman Survey data to examine the demographics and characteristics of students who took either CSA, the new CSP course, or both courses by the time they entered college in Fall 2017. Using crosstabs, z-tests, and one-way ANOVA, this study uncovered the similarities and differences between students who had participated in one or both of these courses. Our findings suggest that while students who took only CSP were more diverse than those who took only CSA, they exhibited less computing confidence and less interest in computing majors and tech careers. This study suggests that while CSP may be recruiting more females and racially diverse students into the course, this course alone may not serve as a direct pipeline into computing majors and careers. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | ANOVA | NA | 10.1145/3328778.3366826 | https://doi.org/10.1145/3328778.3366826 |
| 166 | 143 | The effect of a computing-focused linked-courses learning community on minority and female students | Settle, Amber; Doyle, James; Steinbach, Theresa | Proceedings Of The 18Th Annual Conference On Information Technology Education | 2017 | While enrollments in computing degrees and courses have grown rapidly in the past decade, both female and minority male students remain underrepresented in computing programs. This makes recruitment and retention of these populations a continuing concern. Affinity for a major is connected to student retention, and learning communities have proven effective for this purpose. We present an evaluation of a three-year linked-courses learning community in which we measure pre- to post-quarter changes in student attitudes and resource utilization. We find that participants in the learning community are significantly more likely to report being a part of a group of programmers and having friends interested in computing. Participants also utilize two important resources in different ways than students in the same programming classes but not enrolled in the community. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Program Evaluation | NA | NA | 10.1145/3125659.3125679 | https://doi.org/10.1145/3125659.3125679 |
| 167 | 144 | A computer science linked-courses learning community | Settle, Amber; Lalor, John; Steinbach, Theresa | Proceedings Of The 2015 ACM Conference On Innovation And Technology In Computer Science Education | 2015 | Previous work has shown that factors such as student engagement and involvement can impact progress for computer science majors. One promising approach for improving student engagement is learning communities, which have a long history in academia but are relatively uncommon in computing. In this article we describe a linked-courses learning community for women and men of color majoring in development-focused computing degrees. We provide logistical information about the first offering of the learning community and assess the effectiveness of the community via a student survey. Our results show that students in the learning community are more likely to report that they have support for success in computer science courses and that they are a part of a community of programmers. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Program Evaluation | ANOVA | NA | 10.1145/2729094.2742621 | https://doi.org/10.1145/2729094.2742621 |
| 168 | 145 | Improving retention and reducing isolation via a linked-courses learning community | Settle, Amber; Steinbach, Theresa | Proceedings Of The 17Th Annual Conference On Information Technology Education | 2016 | Despite a rebound in enrollments, men of color and women remain underrepresented in computing. The literature indicates that student-student interaction, affinity for the computing major, and reduced feelings of isolation are important for retention of underrepresented groups in computing. Learning communities connect students with each other and faculty to improve collaboration, interaction, and enthusiasm. In an effort to improve retention of female and minority students at our institution, we have created two cohorts of a linked-courses learning community for development majors. Here we report on the academic performance and retention for the first cohort and on the impact of the community on attitudes toward computing among the second cohort. The linked-courses learning community showed improved retention rates and academic performance for students participating in the first cohort, and results from surveys administered to the second cohort show that participation in the community diminished feelings of isolation. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | T-test, ANOVA | NA | 10.1145/2978192.2978212 | https://doi.org/10.1145/2978192.2978212 |
| 169 | 146 | Retention rates for the first three years of a linked-courses learning community | Settle, Amber; Steinbach, Theresa | Proceedings Of The 19Th Annual Sig Conference On Information Technology Education | 2018 | While enrollments in computing degrees and courses have grown rapidly in the past decade, both female and minority male students remain underrepresented in computing programs. This makes recruitment and retention of these populations a continuing concern. To attempt to address the issue at our institution, we created a linked-courses learning community targeting females and minority males enrolled in several computing majors. Here we present retention rates for the first three years of the linked-courses learning community. The results show that the learning community appeared to make a difference for some cohorts, improving their retention rate and academic performance over comparable institutional populations. Unfortunately, the more challenges a cohort faced in terms of factors that contribute to a difficult transition to college, the less the learning community was able to overcome these challenges. There were also other differences between the cohorts, as seen in attitudes measured by pre- and post-quarter surveys, that complicate generalizations about the impact of the learning community. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/3241815.3241854 | https://doi.org/10.1145/3241815.3241854 |
| 170 | 150 | Using music to engage students in an introductory undergraduate programming course for non-majors | Siva, Sebastien; Im, Tacksoo; McKlin, Tom; Freeman, Jason; Magerko, Brian | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | EarSketch is a curriculum and learning environment designed to engage diverse student populations in introductory computing courses through an approach that connects coding and computational thinking with the composition, production, and remixing of popular music. Prior studies at the high school level have shown significant impacts on student engagement and intention to persist in computing, especially for female students. This paper describes an adaptation of EarSketch for use in an introductory undergraduate-level programming course for non-majors at an open-access four-year college. The paper describes a quasi-experimental study comparing student engagement, content knowledge, and intention to persist between course sections using EarSketch and non-EarSketch flavors of the curriculum, along with a path analysis exploring factors related to student engagement and intention to persist. The findings suggest that STEAM learning interventions such as EarSketch can significantly impact gains in student content knowledge, engagement, and intention to persist across diverse undergraduate student populations. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, Regression | NA | 10.1145/3159450.3159468 | https://doi.org/10.1145/3159450.3159468 |
| 171 | 151 | Differences in males and females in when and why they become interested in information systems majors | Snyder, Johnny; Slauson, Gayla Jo | Information Systems Education Journal | 2016 | Determining when and why students become interested in careers in information systems is a critical step in filling the pipeline of majors to become information systems workers. Although students who have chosen a particular major may find it difficult to indicate or even understand all of the reasons for their choice, it is possible to tease out several criteria that seem to significantly affect such choices. For computing and STEM (Science, Technology, Engineering and Math) majors in particular, a person's comfort level with STEM coursework perhaps as early as in elementary school seems to play a role. Also, their perceptions of how intellectually stimulating STEM courses were for them throughout their school years seems to affect their choice of a major. This paper aims at distinguishing when and why such majors are chosen through a survey instrument geared toward STEM majors and separates the results by gender and major, identifying when and why each group selected the major they did. The potential value of this research is in determining where efforts could be more specifically focused to recruit into STEM majors. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | Chi-square/Contingency Table | NA | https://isedj.org/2016-14/n1/ISEDJv14n1p4.html | https://isedj.org/2016-14/n1/ISEDJv14n1p4.html |
| 172 | 152 | Designing an introductory CIS course to attract and retain female (and male) students | Soe, Louise; Guthrie, Ruth; Yakura, Elaine; Hwang, Drew | Information Systems Education Journal | 2012 | In order to stem the decline of female majors and encourage the persistence of all students in the Computer Information Systems (CIS) Department at Cal Poly Pomona (CPP), the department faculty is instituting a new course to introduce incoming freshmen and transfer students into the major. This course will incorporate the career exploration that students previously conducted in a junior level class, as well as introduce students to best practices in the computing field. Students will start to build their professional/mentor networks in this class through interaction with alumni, student clubs, presentations by professional organizations, and a hands-on networking workshop. A university librarian, the career center, and a blind woman who will demonstrate the importance of accessibility will conduct other in-class workshops. Students will use social media, critique one another's work, and work in teams and small groups. The goal of the course is to show the value of studying computer information systems and the variety in potential CIS careers. The class design is based on research about attracting students to CIS (particularly members of under-represented groups such as females and minorities), retaining females in the profession, and the positive effects of pair programming. | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities | Survey | NA | NA | http://isedj.org/2012-10/N4/ISEDJv10n4p31.html | http://isedj.org/2012-10/N4/ISEDJv10n4p31.html |
| 173 | 153 | Tracking women and minorities as they attain degrees in computing and related fields | Sorkin, Sylvia; Gore, Mary Elizabeth; Mento, Barbara; Stanton, Jon | Information Systems Education Journal | 2010 | Two Maryland colleges (one a four-year liberal arts college for women, and one a public community college) have worked to increase the number of graduates, especially women and other under-represented groups, in their computer science, computer information systems, engineering, and mathematics programs over a four-year period. In August 2004, they were each awarded funding by the National Science Foundation to create a Computer Science, Engineering and Mathematics Scholarship Program, offering need-based scholarships for full-time students with a minimum grade point average, and U.S. citizenship or status as permanent resident alien or refugee alien. Faculty mentoring, a seminar luncheon series, and career information were features used to increase degree attainment. Results of these efforts are described. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | Chi-square/Contingency Table | Community Colleges | https://eric.ed.gov/?id=EJ1146770 | https://eric.ed.gov/?id=EJ1146770 |
| 174 | 154 | An unexplored relationship: Women in computing and athletics | Stewart, Khadija Jirari; Townsend, Gloria Childress; Tunguz, Sharmin | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | The literature documents the underrepresentation of women in computer science, reasons for the absence of women in computing, and promising practices for increasing female majors in computer science. Among the many reasons for women's avoidance of computer science are: feelings of intimidation, lack of confidence, and aversion to the competitive climate in computing. This paper reports results from a study whose purpose lies in surveying a sample of 457 students at a Midwest US university to answer the questions: What are the personality traits of female athletes who enroll in computer science courses? How are these traits similar to or different from those of male athletes, non-athletes, and students who do not enroll in Computer Science I (CS1) How do grades in CS1 differ among these groups? How do personality traits, gender, athletic team membership, and grades interact? The results of this research study indicate that when females' levels of confidence and intimidation are similar to those of their male peers, women outperform males in CS1. This novel study and its results open the door to additional research questions, new strategies for recruiting women into computing, and potential projects involving female athletes and computer science. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, Correlation | NA | 10.1145/3328778.3366884 | https://doi.org/10.1145/3328778.3366884 |
| 175 | 155 | Student perceptions of computing and computing majors | Stone, Jeffrey A. | J. Comput. Sci. Coll. | 2019 | The growth in Computer Science (CS) program enrollments over the past decade, combined with an increased recognition of the importance of computing skills in the global economy, means that educational institutions have an opportunity to attract an increasingly diverse set of students. Despite robust enrollments, students may be entering university with misconceptions about computing, computing majors, and computing career prospects, potentially limiting long-term growth in computing programs. This paper updates the author's previously published work by describing a study to elicit perceptions of computing and computing majors among a set of incoming students. The results suggest that while students have positive feelings towards computing, computing majors, and computing-related careers, significant differences exist for socioeconomic and gender groups. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Low-income Students | Survey | ANOVA | NA | 10.5555/3306465.3306471 | https://doi.org/10.5555/3306465.3306471 |
| 176 | 156 | The impact of problem-oriented animated learning modules in a CS1-style course | Stone, Jeffrey A.; Clark, Tricia K. | Proceedings Of The 42Nd ACM Technical Symposium On Computer Science Education | 2011 | CS educators face many challenges in teaching basic computer programming to first-year students. As a result, faculty must find new and interesting ways to engage students and to provide opportunities for student success. This paper reports on a two-year study involving the Problem-Oriented Animated Learning Modules for Introductory Computer Science (PALMS for CS1) project. PALMS for CS1 is a set of animated learning modules designed to enhance student engagement, success, and retention through the use of computer animation, video, audio, and storytelling. The results of this study indicate that PALMS for CS1 has been successful in engaging introductory students but more work remains to improve student success and retention. Marked improvement in student success and retention was seen during the second year of the study, though success and retention are still a challenge for traditionally underrepresented groups. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Program Evaluation | NA | NA | 10.1145/1953163.1953182 | https://doi.org/10.1145/1953163.1953182 |
| 177 | 157 | Formal research experiences for first year students: A key to greater diversity in computing? | Stout, Jane G.; Tamer, N. Burçin; Alvarado, Christine J. | Proceedings Of The 49Th ACM Technical Symposium On Computer Science Education | 2018 | Underrepresented students in computing (women and non-White/non-Asian men) are known to feel a weaker sense of belonging than majority students (Asian/White men). This difference is important because a low sense of belonging can lead to disengagement and attrition in education settings. In the current study, we assessed whether and how early formal research experience might narrow this gap in sense of belonging. The sample for this study derives from a longitudinal study on undergraduate students affiliated with computing departments across the United States. We used propensity scores to generate an appropriate sub-sample of students to compare against formal research participants (n = 110 formal research students; n = 110 students with no formal research experience). We found formal research experience during students/ first year was associated with a strong sense of mentor support during their second year. Perceived mentor support predicted a strong sense of belonging for underrepresented students, but not majority students. Importantly, the typical gap in sense of belonging among underrepresented and majority students disappeared among students with high mentor support. Our work suggests that formal research, when introduced early, might promote greater diversity in computing in the long term. We present a model for early undergraduate research, and resources for readers who wish to adopt the model. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Longitudinal, Multi-institution | ANOVA, Regression, Confidence Interval | NA | 10.1145/3159450.3159472 | https://doi.org/10.1145/3159450.3159472 |
| 178 | 158 | Autism: Implications for inclusive education with respect to software engineering | Stuurman, Sylvia; Passier, Harrie J.M.; Geven, Frédérique; Barendsen, Erik | Proceedings Of The 8Th Computer Science Education Research Conference | 2019 | Within Computer science and Software engineering, the prevalence of students with a diagnosis of autism spectrum disorder is relatively high. Ideally, education should be inclusive, with which we mean that education must be given in such a way that additional support is needed as little as possible.In this paper, we present an overview on what is known about the cognitive style of autistic individuals and compare that cognitive thinking style with computational thinking, thinking as an engineer, and with academic thinking. We illustrate the cognitive style of autistic students with anecdotes from our students.From the comparison, we derive a set of guidelines for inclusive education, and we present ideas for future work. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Experimental | NA | NA | 10.1145/3375258.3375261 | https://doi.org/10.1145/3375258.3375261 |
| 179 | 160 | Women build games, seriously | Sweedyk, Elizabeth | Proceedings Of The 42Nd ACM Technical Symposium On Computer Science Education | 2011 | Recruitment of students to Computer Science has been a major focus of effort for educators since the dot-com bust in 2001. Two largely disparate themes in these efforts are women and games. There have been numerous efforts to broaden participation in computer science by attracting women to the field. At the same time, games are increasingly used to attract new students. Our interest lies at the intersection of these methods. We began using game design/development projects in our software engineering course, CS121, in 2002. The game focus was extremely successful with many of our students. But a nagging minority of students objected to building games, and women tend to be overrepresented in that group.So while are awed by the power of games to engage and motivate many of our students, we need to ask: Do games in our curriculum reinforce gender stereotypes of Computer Science? Do they foster development of the so-called "Geek mythology?"[7] In short, must we choose: women or games?We argue the answer is no. While traditional game projects may disenfranchise women, our experience shows that serious game projects both attract and engage them. This paper describes our results. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/1953163.1953218 | https://doi.org/10.1145/1953163.1953218 |
| 180 | 161 | Understanding how research experiences for undergraduate students may foster diversity in the professorate | Tamer, Burçin; Stout, Jane G. | Proceedings Of The 47Th ACM Technical Symposium On Computing Science Education | 2016 | College and university professors serve as role models and leaders. Unfortunately, in computing fields, only a small fraction of the professorate is women and/or members of minority racial groups. To address this issue, the current research assessed the role of research experiences for undergraduate students (REUs) on underrepresented students' interest in pursuing a career as a computing professor. We found that REUs utilizing a set of specific practices are linked with underrepresented students' interest in becoming a computing professor. On the other hand, no specific REU practice was associated with majority students' (i.e., White and Asian men's) level of interest in becoming a professor. Thus, this research not only identifies aspects of REUs that may be especially important for increasing diversity in the professorate but also highlights that REUs may serve different purposes for underrepresented versus majority students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | Regression | NA | 10.1145/2839509.2844573 | https://doi.org/10.1145/2839509.2844573 |
| 181 | 163 | Data trends on minorities and people with disabilities in computing. | Taylor, Valerie; Ladner, Richard | Communications Of The ACM | 2011 | The article discusses demographic research on minority students in computer science, arguing that research could be used to develop policies to promote diversity in computing. Using data from the Computing Research Association (CRA) Taulbee reports and WebCASPAR, a database of the U.S. National Science Foundation (NSF) Integrated Science and Engineering Resources Data System (IPEDS), the authors examine the number of minorities and women in U.S. computer science university and college programs. | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities | Survey, Multi-institution | NA | NA | 10.1145/2043174.2043187 | https://doi.org/10.1145/2043174.2043187 |
| 182 | 168 | An effective alternative to the Grace Hopper Celebration | Townsend, Gloria Childress; Sloan, Kay | Proceedings Of The 46Th ACM Technical Symposium On Computer Science Education | 2015 | Motivated by the significance and the consequences of women's underrepresentation in computing, researchers evaluated the effectiveness of a project linking ACM-W's (Association for Computing Machinery's Women in Computing) Celebrations of Women in Computing (conferences) with projects sponsored by two additional organizations in the United States, the Anita Borg Institute's Grace Hopper Celebration of Women in Computing (GHC) and the National Center of Women & IT's Annual Summit. The collaborative project, funded by the National Science Foundation and titled, the Grace Hopper Regional Consortium, featured twelve new regional Celebrations of Women in Computing (Celebrations). An external assessment agency surveyed conference organizers and participants. The paper analyzes data derived from the surveying, demonstrating the impact of the conferences on Celebration attendees, and shows for the first time a comparison of identical survey items from separate GHC and Celebrations assessments. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Program Evaluation | NA | NA | 10.1145/2676723.2677233 | https://doi.org/10.1145/2676723.2677233 |
| 183 | 169 | The power of female athletes to level the computer science playing field | Townsend, Gloria Childress; Stewart, Khadija Jirari; Tunguz, Sharmin | Proceedings Of The 2020 ACM Conference On Innovation And Technology In Computer Science Education | 2020 | Between 2007 and 2017 the graph of percents of USA female bachelor's degrees in computer and information sciences plateaued below 20%. The seeming inability to crack the 20% ceiling, given the expenditure of billions of USA dollars for projects and research aimed at recruitment and retention of women, calls for new research that is uniquely different from that explored in the literature. The authors investigate the role of female athletes within the computer science environment. The literature currently contains no such exploration. Along with female athletes (FA), the study involves additional groups: female non-athletes (FNA), male athletes (MA), and male non-athletes (MNA). This paper addresses the research questions: Do cumulative GPAs for FA, FNA, MA, and MNA in the current study follow the literature's GPA ordering for the four groups? How do CS1 course grades and cumulative GPAs for the groups relate to each other? Do female and male athletes and non-athletes have different experiences in CS1? If FA thrive in computer science, can future researchers recast some of the elements from the sporting domain for use with FNA in the computing domain, so that many more females will persist in computing? | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, Chi-square/Contingency Table, Correlation, Regression | NA | 10.1145/3341525.3387416 | https://doi.org/10.1145/3341525.3387416 |
| 184 | 170 | The influence of gender-ethnic intersectionality on gender stereotypes about IT skills and knowledge | Trauth, Eileen M.; Cain, Curtis C.; Joshi, K.D.; Kvasny, Lynette; Booth, Kayla M. | SIGMIS Database | 2016 | One line of investigation in attempting to better understand the gender imbalance in the information technology (IT) field is to examine gender stereotypes about the skills and knowledge in the IT profession. A survey of 4046 university students in the United States was conducted to examine gender stereotypes held by contemporary university students (White, Black and Latino men and women) about the skills and knowledge in the IT profession. The Individual Differences Theory of Gender and IT was used as the motivating theory for this study because it enabled the incorporation of gender-ethnic intersectionality in the research design. The results revealed that while gender stereotypes about the skills and knowledge involved in the IT profession do exist, they are not uniform across all members of a gender group. The men tended to rate all of the skills as more masculine than did the women respondents. Technical skills were more consistently stereotyped by both men and women in each of the gender-ethnic groups than were nontechnical skills. However, gender stereotypes about nontechnical skills were more contested and revealed both within-gender and within-ethnicity variation. The women students' rating of nontechnical skills as less masculine than the men suggests that these nontechnical skills are being incorporated into the women's sense of gender identity. These results show that gender-ethnic intersectionality provides one important explanation for within-gender variation in gender stereotypes that are held by contemporary university students. These findings suggest promising avenues for interventions to address not only the masculine gender stereotyping of skills in the IT profession, but also differential gender stereotyping of technical vs. nontechnical skills and variation in gender stereotyping by the intersectionality of gender-ethnic groups. | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Survey, Multi-institution | ANOVA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | 10.1145/2980783.2980785 | https://doi.org/10.1145/2980783.2980785 |
| 185 | 171 | Understanding Underrepresentation in IT through Intersectionality | Trauth, Eileen M.; Cain, Curtis; Joshi, K. D.; Kvasny, Lynette; Booth, Kayla | Proceedings Of The 2012 IConference | 2012 | Results of an investigation of the effect of intersectionality on perceptions of university students about IT careers are presented. This analysis deepens the discussion began at the 2011 iConference by presenting an examination of responses of African American males and females on the topic of gender norms and stereotypes about IT professionals. The findings provide evidence of the influence of race on gender stereotypes that individuals hold about the IT field. Gender differences in stereotypes reveal within-race variation in perceptions about the IT field. IT skills perceived by African American females as feminine are nearly identical to those found across all participants in the study. In contrast, African American males did not identify any skills as feminine. These results suggest that finer grained analysis of under representation in the IT field can be achieved by pursuing the intersectionality of gender and race. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | 10.1145/2132176.2132184 | https://doi.org/10.1145/2132176.2132184 |
| 186 | 180 | Experience of administering our first S-STEM program to broaden participation in computer science | Wang, An-I Andy; Whalley, David; Zhang, Zhenghao; Tyson, Gary | Proceedings Of The 51St ACM Technical Symposium On Computer Science Education | 2020 | This paper documents the findings of our analysis of the implementation of our six-year NSF S-STEM scholarship program. One major finding was that, for underrepresented students to major in computer science, knowing the major existed and understanding the nature of the program were the most important factors. Also, the academic support system and hands-on nature of the major had a significant impact on scholarship recipients' persistence in the major. Evidence demonstrated that scholarship recipients had a 10%+ higher year-to-year persistence rate from their freshmen to sophomore year than that of all computer science students of the same entering classes. For all computer science students, college computer science major GPAs were not strongly correlated with their high school GPAs, financial need, or ACT math scores. This paper also presents lessons learned and resulting recommendations for future new scholarship administrators, as our lessons can likely be applied to other grants that recruit and deal with underrepresented groups. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | Correlation | NA | 10.1145/3328778.3366890 | https://doi.org/10.1145/3328778.3366890 |
| 187 | 184 | Know your students to increase diversity: results of a study of community college women and men in computer science courses | Werner, Linda; Denner, Jill; O'Connor, Lisa | J. Comput. Sci. Coll. | 2012 | In this paper, we report on preliminary results of an NSF-funded study of California community college students enrolled in introductory programming courses. There are several unique contributions of our study to computer science (CS) education and social science research. First, it involves large numbers of both women and men from 15 community colleges, allowing us to examine differences in gender, race/ethnicity, and other demographic variables in students' interest and intention to persist in CS. Second, we have collected data on multiple levels of influence: individual, relational, and institutional. Third, we have collected longitudinal data that allows for measuring initial intentions, as well as how experiences in the introductory course change those intentions. We report on several factors that relate to intentions to study CS that can guide interventions to increase diversity. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Longitudinal, Multi-institution | Regression | Community Colleges | 10.5555/2167431.2167451 | https://doi.org/10.5555/2167431.2167451 |
| 188 | 185 | Introducing an experimental cognitive robotics curriculum at Historically Black Colleges and Universities | Williams, Andrew B.; Touretzky, David S.; Tira-Thompson, Ethan J.; Manning, LaVonne; Boonthum, Chutima; Allen, Clement S. | Proceedings Of The 39Th SIGCSE Technical Symposium On Computer Science Education | 2008 | A successful collaboration between Spelman College and Carnegie Mellon University led to an NSF-funded Broadening Participation in Computing project to set up robotics education laboratories and introduce undergraduate instruction in cognitive robotics at three other Historically Black Colleges and Universities (HBCUs). We give a brief overview of cognitive robotics and the Tekkotsu software architecture, and describe our experiences teaching computer science students with no previous robotics exposure to program sophisticated mobile robots. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/1352135.1352303 | https://doi.org/10.1145/1352135.1352303 |
| 189 | 186 | Gender differences in types of assignments preferred: Implications for computer science instruction | Wilson, Brenda Cantwell | Journal Of Educational Computing Research | 2006 | A study analyzing survey results of more than 850 students enrolled in college computer courses was conducted. The survey included, among other things, questions about students' preferences for a programming assignment. The three choices given were examples of common types of programming assignments found in CS1 textbooks: an application to "real-world" activities, a game program, and a mathematical problem to be solved. This study reports the preferences of all students (includes 65 different majors) answering the survey question and also compares the results with the CS majors. Gender differences were evident from the study, and implications for developing assignments to better motivate and involve various groups of students in Computer Science programming classes are discussed. (Contains 7 figures.) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | Chi-square/Contingency Table | NA | 10.2190/7FLU-VKJL-86RM-5RQG | https://doi.org/10.2190/7FLU-VKJL-86RM-5RQG |
| 190 | 188 | Can sending first and second year computing students to technical conferences help retention? | Wright, Heather M.; Tamer, N. Burçin | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | This research examines the relationship between undergraduate computing students' participation in technical conferences and psychological predictors of academic persistence. Studies have shown experiential educational activities, like conferences, encourage students' persistence in STEM; this is especially important for students underrepresented in the field, who are more likely than their well-represented peers to leave their degree programs. In recent years, academic literature has pointed to anecdotal evidence that conference participation for students early in their undergraduate education relates to students' persistence in STEM pathways. Using national survey data, we examine the relationship between conference participation and first and second year undergraduate students' persistence in computer science pathways. This paper presents results from a cross-sectional analysis and a two time-point analysis of national survey data collected from undergraduate students. Overall, we found that first and second year computing majors who attended a technical computing conference reported higher levels of belonging to their field and confidence to persist in their degree program than those who did not attend. We also found that conference participants' levels of belonging and self-confidence is higher than non-participants over time, even after controlling for initial levels at Time 1. Our analyses also showed that conference participation was associated with closing the gap in levels of belonging and self-confidence between students who are underrepresented in computing and those who are well-represented. Empirical results from this paper support anecdotal evidence that conference participation for students early in their undergraduate education may help retain students, and particularly underrepresented students, in computing majors in the long-term. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution | ANOVA, Confidence Interval | NA | 10.1145/3287324.3287349 | https://doi.org/10.1145/3287324.3287349 |
| 191 | 189 | Understanding institutional factors to broaden participation in computing | Wright, Heather M.; Tamer, N. Burcin; Lewis, Colleen M. | Proceedings Of The 2019 Research On Equity And Sustained Participation In Engineering, Computing, And Technology (RESPECT) | 2019 | This work aims to introduce a new line of research, lead by the Computing Research Association's Center for Evaluating the Research Pipeline and Harvey Mudd College, to stakeholders at the RESPECT 2019 conference. It is well known that the field of computing lacks diversity, and more qualified researchers are needed to meet the demands of the computing labor force. Further, while researchers and practitioners have recommendations for improving department culture to broaden participation in the field, we do not know which practices have the most impact on these goals. Through the analysis of national data collected from students, faculty, and institutions; our research will contribute to the understanding of institutional-level factors that help shape students' experiences, interests, and sense of belonging in the field of computing. In doing so, this project aims to identify evidence-based best practices that can be adopted by the broader academic community to increase diversity in computing and STEM. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | NA | NA | 10.1109/RESPECT46404.2019.8985680 | https://doi.org/10.1109/RESPECT46404.2019.8985680 |
| 192 | 190 | Intersectionality in the narratives of Black women in computing through the education and workforce pipeline | Yamaguchi, Ryoko; Burge, Jamika D. | Journal For Multicultural Education | 2019 | Purpose The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science. Design/methodology/approach The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing. Findings The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature. Originality/value Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1108/JME-07-2018-0042 | https://doi.org/10.1108/JME-07-2018-0042 |
| 193 | 191 | Undergraduate research experience in cybersecurity for underrepresented students and students with limited research opportunities | Yang, Dazhi; Xu, Dianxiang; Yeh, Jyh-haw; Fan, Yibo | Journal Of Stem Education: Innovations And Research | 2019 | Undergraduate research opportunities have expanded from elite universities in the United States to universities and institutions of all ranks and sizes. Research studies have shown positive outcomes in regards to the research experience for undergraduates (REU), such as enhanced research skills and competencies. However, with the widespread implementation of REU programs across the country, there are some challenging issues, such as fierce competition among students for limited participation opportunities and underrepresented students' needs commonly being overlooked. This study reported a three-year, nine-week REU Site program in cybersecurity designed for underrepresented students (women and minorities) and participants from institutions with limited research opportunities. Results showed that most participants enjoyed the opportunity to work on a real-world project which afforded them research experience in the REU program as it helped participants improve various research skills. The study contributes to the design of REU programs for underrepresented students and students with limited research opportunities. Recommendations for future REU programs are discussed. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Qualitative, Multi-institution | T-test | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Hispanic Serving Institutions | https://www.learntechlib.org/p/207536/ | https://www.learntechlib.org/p/207536/ |
| 194 | 192 | In their own words: Gender differences in student perceptions of pair programming | Ying, Kimberly Michelle; Pezzullo, Lydia G.; Ahmed, Mohona; Crompton, Kassandra; Blanchard, Jeremiah; Boyer, Kristy Elizabeth | Proceedings Of The 50Th ACM Technical Symposium On Computer Science Education | 2019 | Women continue to be underrepresented in computer science. Previous research has identified factors that contribute to women's decisions to pursue computing-related majors, but in order to truly address the problem of underrepresentation, we need to develop a deeper understanding of women's experiences within computer science courses. Pair programming is demonstrably beneficial in many ways, and we hypothesize that there are gender differences in student perceptions of this widely used collaboration framework. To explore these differences and move toward a thorough understanding of students' experiences, this paper investigates students' written responses about their experiences with pair programming in a university-level introductory computer science course. Using thematic analysis, we identified overarching themes and distinguished between what men and women reported. Both women and men wrote about their overwhelmingly positive perceptions of pair programming. Women often mentioned that pair programming helps with engagement, feeling less frustrated, building confidence, and making friends. Women also noted that it is easier to learn from peers. These findings shed light on how pair programming may lower barriers to women's participation and retention in computing and inform ongoing efforts to create more inclusive spaces in computing education. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | NA | NA | 10.1145/3287324.3287380 | https://doi.org/10.1145/3287324.3287380 |
| 195 | 194 | Assessing Workload Perception in Introductory Computer Science Projects using NASA-TLX | Al Madi, Naser; Peng, Siyuan; Rogers, Tamsin | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | Introductory computer science courses are characterized by difficulty, which may contribute to the low success rate, diversity, and retention in these key courses. Difficulty in programming projects was found to result in negative self-efficacy perception among students, in addition to affecting underrepresented students disproportionately. In this paper, we focus on perceived workload in introductory computer science projects and report on the use of NASA Task Load Index (NASA-TLX) as a subjective measure of student workload. Through two experiments involving six CS1 and CS2 courses, we demonstrate how NASA-TLX can be used to gain insights on the contributors and components of workload in programming projects. We show how when combined with race/ethnicity and gender data, NASA-TLX is useful in understanding the experience of underrepresented students. Our results suggest that perceived workload is only partially influenced by actual workload as measured in lines of code, function, and class count. Moreover, we found that the time spent on programming projects in comparison to other courses is a predictor of perceived workload. Finally, we discuss how educators can use NASA-TLX to identify at-risk students and make difficult projects more accessible without sacrificing quality. | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Students with Disabilities | Survey, Experimental, Multi-institution | Regression | NA | 10.1145/3478431.3499406 | https://doi.org/10.1145/3478431.3499406 |
| 196 | 196 | Rethinking CS0 to Improve Performance and Retention | Albarakati, Noura; DiPippo, Lisa; Fay-Wolfe, Victor | Australasian Computing Education Conference | 2021 | High failure and attrition rates in first-year, college-level computing courses are a big concern for institutions and instructors. For many years, computing instructors have devoted substantial time and energy to increase retention in those courses. Despite that, computer science is still facing the problem of student recruitment and retention especially for women and underrepresented minorities. Since students’ background is hard to manipulate, instructors can motivate many aspects of student experience inside the class. This paper presents the results of strategic changes adopted in an introductory computer science course, including increasing inclass collaboration, diversifying the teaching assistant team, and changing lab placement. We compared performance, retention rate, sense of belonging, and pre-assessment quiz grades with students taking the same course from the previous year. Our results show that when first-year students take the course with the adoption of the new changes, retention rates and sense of belonging significantly increase, and students perform better. Women, in particular, show an increase in performance and retention rates. They actually did better than men when taking the updated class. Despite that, the new changes have unexpected effects on the underrepresented minorities. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | Chi-square/Contingency Table | NA | 10.1145/3441636.3442314 | https://doi.org/10.1145/3441636.3442314 |
| 197 | 197 | Scaling and Adapting a Program for Early Undergraduate Research in Computing | Alvarado, Christine; Hummel, Joe; Mirza, Diba; Revelo, Renata; Yan, Lisa | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | The Early Research Scholars Program (ERSP) was launched in 2014 at UC San Diego as a way to provide the benefits of research experiences to a large and diverse group of students early in their undergraduate computing career. ERSP is a structured program in which second-year undergraduate computing majors participate in a group-based, dual-mentored research apprenticeship over a full academic year. In its first four years ERSP engaged 139 students with a high proportion of women (68%) and racially minoritized students (19%), and participation in ERSP correlated with increased class grades. In 2018 we partnered with three additional universities to launch their own version of ERSP. Implementations at our partner sites have seen similar diversity and initial success, and have taught us how to implement the program in different contexts (e.g. quarters vs. semesters, different credit structures). This paper describes the structure of ERSP and how it can be adapted to different contexts to construct a scalable and inclusive research experience for early-career undergraduates in computing and related fields. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/3478431.3499336 | https://doi.org/10.1145/3478431.3499336 |
| 198 | 198 | Instructional Practices Affecting Learner Engagement in Blended Learning Environments | Oncu, Semiral; Bichelmeyer, Barbara | Participatory Educational Research | 2021 | Learners have to engage in academically purposeful instructional endeavors to be successful in school. Latest research indicates that the learners of today are not as interested in educational deeds as they need to be. Educational stakeholders should look for means to address this tendency to have a positive influence on educational results. This study explores the instructional practices that play a role in behavioral engagement (also known as involvement) of learners in schoolwork in the Cisco Certified Network Associate (CCNA) program – an information technology certificate program. Behavioral engagement in this context refers to learners’ active learning and collaboration with peers. A two-level hierarchical linear modeling was established to predict behavioral engagement from instructional practices while controlling for certain learner level (expectancy and value motivation, gender, and age) and teacher level (teaching and networking experience) variables. Learners who attended the CCNA program in the United States, totaling 773 high school and community college students, were matched specifically with 149 teachers who taught them. Student and instructor surveys were conducted online to gather data. The results show that the level of learner involvement in the program was poor, equivalent to the national student engagement survey of the period. However, if their teachers used collaborative and learner-centered practices, learners were more involved in schoolwork behaviorally. Learners were also very involved in the program if they placed a high value on the program. Female learners were not as active as male learners. In addition to the two instructional practices implied in this study, another major takeaway is that learners should be advised as early as possible about the detrimental impact of poor motivation in the program | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | Chi-square/Contingency Table, ANOVA, Regression, Confidence Interval | Community Colleges | 10.17275/per.21.62.8.3 | https://doi.org/10.17275/per.21.62.8.3 |
| 199 | 199 | Exploring Why Underrepresented Students Are Less Likely to Study Machine Learning and Artificial Intelligence | Barretto, Daphne; LaChance, Julienne; Burton, Emanuelle; Liao, Soohyun Nam | Proceedings Of The 26Th ACM Conference On Innovation And Technology In Computer Science Education V. 1 | 2021 | There is little research on why underrepresented minorities are less likely to specifically study Machine Learning and Artificial Intelligence (ML/AI). We surveyed 159 undergraduate students about their interest in, exposure to, and personal views on ML/AI in order to explore variations in responses by self-reported gender and race/ethnicity groups. We found that students underrepresented by race/ethnicity are ∼6 times less likely to take a traditional ML/AI course than those not underrepresented by race/ethnicity, but no significant difference was found between gender representation. Additionally, students underrepresented by race/ethnicity are more likely to report interest in social, cultural, and political impacts of ML/AI rather than the more technical aspects of ML/AI itself, which is a prevalent interest of students not underrepresented by race/ethnicity. We explore potential reasoning for this difference through further analysis of their survey responses. Encouragingly, we find that regardless of representational status 72.0% of students who report lack of interest in a traditional introductory course are interested in a ML/AI course that focuses more on the political, philosophical, and ethical issues raised by ML/AI and its impacts on society. Our findings suggest that a “CS Principles” style introductory ML/AI course, emphasizing social and political impacts, could be an effective way to promote diversity in ML/AI. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey | NA | NA | 10.1145/3430665.3456332 | https://doi.org/10.1145/3430665.3456332 |
| 200 | 200 | Developing Computing and Technology Leaders: How Undergraduate Women Make Meaning of Their Leadership | Blaney, Jennifer M | 2021 | Women remain underrepresented in both the computing major and leadership positions in the tech field. This article utilizes a feminist phenomenological framework and mixed methods approach to provide insight into these inequities, focusing on women’s leadership perceptions and experiences in the computing major over time. Relying on survey data from nearly 300 women computing majors and interviews conducted with a subset of participants, findings reveal that, while women describe being actively engaged in leadership within their major, their computing leadership confidence declines over time. These inconsistencies may be explained by the sexism and stereotypical dynamics that women experience in computing classrooms, particularly within the group settings where they serve as leaders. Other findings highlight possible opportunities to mitigate women’s declining leadership confidence, pointing to the role of identity-based computing conferences and computing faculty mentorship in positively predicting leadership confidence among women in computing. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Qualitative, Multi-institution | T-test, Regression | NA | 10.1080/26379112.2021.1951745 | https://doi.org/10.1080/26379112.2021.1951745 | |
| 201 | 201 | Gender and leadership development in undergraduate computing: a closer look at women’s leadership conceptions | Blaney, Jennifer M. | Computer Science Education | 2020 | Background and Context: Women remain underrepresented in undergraduate computing, student leadership roles, and comput ing leadership positions after college. This study provides insight into these inequities by examining gender and leadership concep tions among computing undergraduate students. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Experimental, Multi-institution | Chi-square/Contingency Table, ANOVA, Regression | NA | 10.1080/08993408.2020.1816769 | https://doi.org/10.1080/08993408.2020.1816769 |
| 202 | 202 | Fostering Ph.D. aspirations among upward transfer students in computing | Blaney, Jennifer M.; Wofford, Annie M. | Computer Science Education | 2021 | Background Students who transfer from community colleges in pursuit of fouryear degrees (i.e., upward transfer students) represent a diverse and talented group that is critical to advancing gender equity in STEM. However, research has not yet explored factors that promote Ph.D. aspirations among upward transfer computing students, resulting in missed opportunities to support this unique group. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender | Survey, Multi-institution | Chi-square/Contingency Table, Regression | Community Colleges | 10.1080/08993408.2021.1929723 | https://doi.org/10.1080/08993408.2021.1929723 |
| 203 | 204 | The Impact of Pair Programming on College Students’ Interest, Perceptions, and Achievement in Computer Science | Bowman, Nicholas A.; Jarratt, Lindsay; Culver, Kc; Segre, Alberto M. | ACM Transactions On Computing Education | 2021 | Active and collaborative learning has shown considerable promise for improving student outcomes and reducing group disparities. As one common form of collaborative learning, pair programming is an adapted work practice implemented widely in higher education computing programs. In the classroom setting, it typically involves two computer science students working together on the same programming assignment. The present study examined a cluster-randomized trial of 1,198 undergraduates in 96 lab sections. Overall, pair programming had no significant effect on students’ course performance; subject matter interest; plans for future coursework; or their confidence, comfort, and anxiety with computer science. These findings were consistent across various student characteristics, except that students with favorable pretest scores exhibited negative effects from pair programming. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Experimental, Multi-institution | Regression | NA | 10.1145/3440759 | https://doi.org/10.1145/3440759 |
| 204 | 205 | Frequent, Timed Coding Tests for Training and Assessment of Full-Stack Web Development Skills: An Experience Report | Bridson, Kathryn; Fleming, Scott D. | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | This experience report describes the use of frequent, timed coding tests in a project-intensive software engineering course in which students first learn full-stack web development using Ruby on Rails and then apply their skills in a team project. The goal of the skills tests was twofold: (1) to help motivate students to engage in distributed practice and, thus, gain adequate coding skills to be an effective team member during the team project and (2) to accurately assess whether students had acquired the requisite skills and, thereby, catch deficiencies early, while there was still time to address them. Regarding the first goal, although several students indicated that the tests motivated them to engage in substantial practice coding, it was ultimately inconclusive as to the extent of the tests’ impact on students’ distributed practice behavior and on their preparation for the project. Regarding the second goal, the skills testing approach was indeed considerably more effective than graded homework assignments for assessing coding skill and detecting struggling students early. Lessons learned from our experiences included that students had significant concerns about the strict time limit on the tests, that the tests caused a spike in mid-semester withdrawals from the course that disproportionately impacted students from underrepresented groups, and that detecting struggling students was one thing, but effectively helping them catch up was a whole other challenge. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution | NA | NA | 10.1145/3408877.3432549 | https://doi.org/10.1145/3408877.3432549 |
| 205 | 206 | Gender Differences in Class Participation in Core CS Courses | Brigham, Madison; Porquet-Lupine, Joël | Proceedings Of The 26Th ACM Conference On Innovation And Technology In Computer Science Education V. 1 | 2021 | In terms of students enrolled, post-secondary computer science classes are typically male dominated, which can create a baseline perception of male dominance in class participation. This paper presents our analysis of participation scores received by male and female students in two core computer science classes across ten quarters at the University of California, Davis. We use this data to explore the question: Is there a difference in male and female participation scores, and does this disproportionately impact male and female students’ final grades? We find a small gender gap in overall participation scores, but no significant difference between the rate at which male and female students’ grades benefit from participation points. However, we do see a difference in behavior when it comes to different formats of participation: males score higher on average in more public formats, such as lecture and forum, while females score higher in more anonymous formats, such as survey completion. Therefore, instructors should diversify their definitions of participation to accommodate for gender correlated preferences in participation formats. Furthermore, we find that the top scorers in the most public forms of participation are disproportionately male. This explains the perception of a larger gender gap in participation than actually exists, which can enforce the stereotype that males have a greater aptitude for CS than females. Finally, although our data show differences in participation behaviors between genders, future research should be conducted to investigate what is driving these differences. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | Correlation | NA | 10.1145/3430665.3456356 | https://doi.org/10.1145/3430665.3456356 |
| 206 | 207 | Codewit.us: A Platform for Diverse Perspectives in Coding | Buffardi, Kevin; Harris, Elena; Wang, Richert | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | To broaden participation in computing, learning materials should relate to a diverse spectrum of student perspectives. This paper introduces Codewit.us, an online platform for under-represented minority (URM) students in computing to share examples of how coding fundamentals can be demonstrated in contexts relevant to their own lives. Codewit.us features brief video demonstrations by Black, Indigenous, and People of Color (BIPOC) and female students, paired with interactive drill-and-practice coding problems on matching programming concepts. | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Multi-institution | Chi-square/Contingency Table | Minority Serving Institutions, Hispanic Serving Institutions | 10.1145/3478431.3499398 | https://doi.org/10.1145/3478431.3499398 |
| 207 | 208 | The Early IT ecosystem: Re-envisioning dual credit, college access and affordability, and teachers as professionals | Chamberlain, Leah M; Said, Hazem | Policy Futures In Education | 2022 | The Early Information Technology ecosystem (Early IT) developed at a large R1 university in the Midwest has created a direct linkage between K-12, higher education, and industry, eliminating barriers throughout the pipeline for students. The program was created within a unique policy window, with the shortage of IT talent in the workforce converging with both the call for computer science education at the K-12 level and for dual credit options to reduce the cost of higher education. The limited capacity of K-12 schools to meet these demands on their own resulted in a window of opportunity for disruptive policy innovation. This opportunity resulted in a program that is broadening participation in computing and meeting the call for a scalable and sustainable talent pipeline, but that also serves as evidence for the potential of transformational change across various education policy domains. We use early successes in the program to highlight potential futures in the areas of dual credit, college access and affordability, and teacher professionalism. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution | NA | Community Colleges | 10.1177/14782103211066675 | https://doi.org/10.1177/14782103211066675 |
| 208 | 209 | Exploring Computing Career Recruitment Strategies and Preferences for Black Computing Undergraduates at HBCUs | Cherry, David; Cummings, Robert T.; Moon, Dekita; Gosha, Kinnis | Proceedings Of The 2020 ACM Southeast Conference | 2020 | Black students, especially at the high school level, show a high interest in learning computer science; however, they only represent a small population of computer science full-time professionals in the industry. A few aspects that contribute to this are 1) the lack of early exposure to CS, 2) the absence of programs and resources at the high school level, and 3) the retention of Black students in the computer science major. Historically Black colleges and universities (HBCUs) have a lower number of the Black undergraduate population with only 8.4% of Black students, yet they award 15.4% of STEM bachelor’s degrees. It is important to investigate the current needs, challenges, mindsets, and effective methods used in computing education at HBCUs to improve the current state of CS departments for Black students. Focus groups of Black computing student participants (n=21) were conducted during a workshop to learn the current needs of HBCU students pursuing a computing degree and of the recruitment and retention approaches that are helpful for current students in the major. Major themes were determined through qualitative thematic analyses. Findings from this study can assist in the retention and development of Black students pursuing a degree in computer science and entering the computing workforce. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students | Survey, Qualitative, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3374135.3385269 | https://doi.org/10.1145/3374135.3385269 |
| 209 | 210 | Experience Report: Exploring the Use of CTF-based Co-Curricular Instruction to Increase Student Comfort and Success in Computing | Ellis, Margaret; Baum, Liesl; Filer, Kimberly; Edwards, Stephen H. | Proceedings Of The 26Th ACM Conference On Innovation And Technology In Computer Science Education V. 1 | 2021 | Very little research exists on the incorporation of co-curricular opportunities, specifically capture-the-flag (CTF) activities, and the impact on computer science students. However, some literature on underrepresented groups in the field of computer science indicates that co-curricular experiences, such as CTF activities, have a significant impact on efficacy and sense of belonging. This experience report seeks to identify and share teaching strategies that impact student learning, efficacy, and sense of self/belonging in the field of Computer Science, for all students. In an effort to design learning opportunities to help bridge the gap between the haves and have nots, and maximize learning for all students, this strategy uses CTF-based instruction as a way to generate and support culture-based, computer science experiences. The aim is to identify instructional strategies that build students’ computing skills and improve their comfort participating in computing activities thus broadening participation in computing and cybersecurity. As students’ comfort is related to their self-efficacy and sense of belonging, we explore the integration of co-curricular opportunities, specifically a capture-the-flag (CTF) approach to computer science instruction, as means of increasing student success, with regard to learning, efficacy, and sense of belonging/identity. This report involves a description of the class activities as well as data from a series of pre- and post- surveys of the student experience, attitudes, and gain in knowledge. Initial analysis indicates that low-stakes, entry-level exposure to computer science concepts has a positive effect on student comfort and skill acquisition in computing domains external to coursework. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | NA | NA | 10.1145/3430665.3456376 | https://doi.org/10.1145/3430665.3456376 |
| 210 | 215 | Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development | Goode, Joanna; Ivey, Allison; Johnson, Stephany RunningHawk; Ryoo, Jean J.; Ong, Christine | Computer Science Education | 2021 | Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Qualitative, Multi-institution | NA | NA | 10.1080/08993408.2020.1804772 | https://doi.org/10.1080/08993408.2020.1804772 |
| 211 | 216 | Gender Differences in Hackathons as a Non-traditional Educational Experience | Hardin, Caroline D. | ACM Transactions On Computing Education | 2021 | Hackathons, the time-bound collaborative project-based computer science competitions increasingly popular with computer science students, are one of the largest-scale innovations in computing education of the past decade. This research examined three hackathons and 46,500 surveys to find that educational benefits were unequal between genders in ways that would especially impact women returning to the workforce. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | Gender | Survey, Qualitative | Structural Equation Modeling (SEM), Correlation | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3433168 | https://doi.org/10.1145/3433168 |
| 212 | 218 | Let's Play: Increasing Accessibility Awareness and Empathy Through Games | Kletenik, Devorah; Adler, Rachel F. | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | In order to increase empathy and foster conversation around accessibility, we created three games, simulating disabilities, that are geared towards engaging beginner CS and non-CS students to learn about accessibility. Each game has four rounds: game mode, simulation mode, game+accessibility mode, and simulation+accessibility mode. We tested the games on 113 students from two universities and report on performance and survey results that show that playing our games induced student empathy towards people with disabilities and motivated them towards accessible design. | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Students with Disabilities | Survey, Multi-institution | Confidence Interval | NA | 10.1145/3478431.3499277 | https://doi.org/10.1145/3478431.3499277 |
| 213 | 220 | The Relationship Between Sense of Belonging and Student Outcomes in CS1 and Beyond | Krause-Levy, Sophia; Griswold, William G.; Porter, Leo; Alvarado, Christine | Proceedings Of The 17Th ACM Conference On International Computing Education Research | 2021 | Students’ sense of belonging has been found to be connected to student retention in higher education. In computing education, prior studies suggest that a hostile culture and a feeling of nonbelonging can lead women, Black, Latinx, Native American, and Pacific Islander students to drop out of the computing field at a disproportionately high rate. Yet, we know relatively little about how computing students’ sense of belonging presents and evolves (if at all) through their college courses, particularly in courses beyond the introductory level, and little is known about how sense of belonging impacts student outcomes in computing. In an extension of a previous study, we examined students’ sense of belonging in six early undergraduate computer science courses across three consecutive quarters at a large research-intensive institution in North America. We found that women and first generation students have a lower incoming sense of belonging across all courses. When exploring sense of belonging’s tie to student outcomes we found that lower sense of belonging was correlated with negative course outcomes in terms of pass rates and course performance. We also found that it is less tied to student performance as students get further into the CS curriculum. Surprisingly, there was no indication that sense of belonging is predictive of retention in terms of persistence to the next CS course outside of the first course in our two-course CS1 sequence. | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students, Native Hawaiian/Pacific Islander Students, First-generation Students | Survey | T-test, Correlation, Regression | NA | 10.1145/3446871.3469748 | https://doi.org/10.1145/3446871.3469748 |
| 214 | 221 | Five Pedagogical Principles of a User-Centered Design Course that Prepares Computing Undergraduates for Industry Jobs | Kross, Sean; Guo, Philip | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | We present a new user-centered design course that prepares computing undergraduates for software industry jobs such as UI/UX designer, product designer, and product manager. Our course aims to bridge the academia-industry gap and innovates upon prior published HCI courses due to its targeted focus on job preparation, inclusion, and scale. Nearly 200 students (55% women) have taken it in the past two years. We developed its curriculum to align with the needs of modern industry employers and implemented five theory-backed pedagogical principles: 1) industry-relevant project prompts developed in consultation with recent course alumni, 2) final project deliverable optimized for job-seeking, 3) no coding required to foster inclusion, 4) low-stress effort-based grading to further foster inclusion, 5) weekly feedback and chances for revisions. We discuss the theoretical rationale behind these five principles and how instructors can potentially apply them to a broad range of project-based courses across many areas of computing. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | Case Study | NA | 10.1145/3478431.3499341 | https://doi.org/10.1145/3478431.3499341 |
| 215 | 222 | Evaluation of the Use of Growth Mindset in the CS Classroom | Kwak, Daehan; Morreale, Patricia; Hug, Sarah T.; Kumar, Yulia; Chu, Jean; Huang, Ching-Yu; Li, J. Jenny; Wang, Paoline | Proceedings Of The 53Rd ACM Technical Symposium On Computer Science Education | 2022 | Within computer science education, a growth mindset is encouraged. However, faculty development on the use of growth mindset in the classroom is rare and resources to support the use of a growth mindset are limited. A framework for a computer science growth mindset classroom, which includes faculty development, lesson plans, and vocabulary for use with students, has been developed. The objective is to determine if faculty development in growth mindset and active use of the growth mindset cues in the CS0 and CS1 classroom result in superior academic outcomes. Comparative study results are presented for two semesters of virtual classroom environments: one semester without Growth Mindset, and one semester with Growth Mindset. Female students demonstrated the most growth, as measured by academic grades, in CS0, and maintained that growth in CS1. Males demonstrated growth as well, with both males and females converging at the same high point of accomplishment at the end of CS1. Race and ethnicity gaps between students were reduced, improving academic equity. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Experimental, Program Evaluation | T-test | Minority Serving Institutions, Hispanic Serving Institutions | 10.1145/3478431.3499365 | https://doi.org/10.1145/3478431.3499365 |
| 216 | 230 | An analysis framework of portable and measurable higher education for future cybersecurity workforce development | Liu, Feihong; Tu, Manghui | Journal Of Education And Learning (EduLearn) | 2020 | An educated workforce is essential to government and industry, hence the need to provide a high-quality workforce has been crucial in higher education academic program development. In the cybersecurity field, the situation is not quite satisfactory, the reason comes down to the fact that this new industry is lacking a portable and measurable framework to evaluate the efficacy of the academic programs, thus, to provide the industry with the unified high-quality workforce. In this paper, we aim to come up with a design of an analytical framework for portable and measurable academic programs for future workforce development. The ultimate purpose for our research is to develop cybersecurity workforce through the increase of the number of cybersecurity professionals with a 4-year degree, in this project we will develop a seamless pathway for students transferring from 2-year programs such as Ivy Tech Community College of Indiana(Ivy Tech) Cybersecurity AAS program to a 4year program such as Purdue University Northwest(PNW) CIT program. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | NA | Survey, Multi-institution, Program Evaluation | NA | Community Colleges | 10.11591/edulearn.v14i3.15810 | https://doi.org/10.11591/edulearn.v14i3.15810 |
| 217 | 231 | How Do Educational Experiences Predict Computing Identity? | Lunn, Stephanie; Ross, Monique; Hazari, Zahra; Weiss, Mark Allen; Georgiopoulos, Michael; Christensen, Kenneth | ACM Transactions On Computing Education | 2022 | Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing. | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Survey, Qualitative, Multi-institution | Structural Equation Modeling (SEM), Correlation, Regression | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3470653 | https://doi.org/10.1145/3470653 |
| 218 | 232 | Exploration of Intersectionality and Computer Science Demographics: Understanding the Historical Context of Shifts in Participation | Lunn, Stephanie; Zahedi, Leila; Ross, Monique; Ohland, Matthew | ACM Transactions On Computing Education | 2021 | Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. Using descriptive statistics, we present the enrollment and graduation rates for those situated at the intersection of race/ethnicity and gender between 1987 and 2018. In this work, we observed periods of significant flux for Black men and women, and White women in particular, and consistently low participation of Hispanic/Latinx and Native American men and women, and Asian women. To provide framing for the evident peaks and valleys in participation, we applied historical context analysis to describe the political, economic, and social factors and events that may have impacted each group. These results put a spotlight on populations largely overlooked in statistical work and have the potential to inform educators, administrators, and researchers about how enrollments and graduation rates have changed over time in computing fields. In addition, they offer insight into potential causes for the vicissitudes, to encourage more equal access for all students going forward. | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students | Survey, Longitudinal, Multi-institution | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions, Tribal Colleges/Universities, Hispanic Serving Institutions | 10.1145/3445985 | https://doi.org/10.1145/3445985 |
| 219 | 235 | Measuring Students' Sense of Belonging in Introductory CS Courses | Moudgalya, Sukanya Kannan; Mayfield, Chris; Yadav, Aman; Hu, Helen H.; Kussmaul, Clif | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | Prior research has shown that a sense of belonging is very important for students to continue in their field of study. This is particularly true for minoritized students in introductory CS courses. The methods used so far to study sense of belonging in CS have been qualitative or have used a small number of survey items. In this paper, we validate a large 30-item survey originally developed for Mathematics. We collected data from 21 institutions, with 30 faculty and 1165 survey responses. We present a factor analysis for the survey to highlight how it measures factors like ‘Membership’, ‘Acceptance’, ‘Affect’, ‘Trust’ and ‘Desire to Fade’. We measured the students’ sense of belonging using the survey and found that it correlates with their learning and their interest to pursue more CS courses. These correlations were nuanced based on students’ gender, race, and the type of learning environment. We found that for minoritized students in particular, the interest to pursue CS courses was more correlated with their sense of belonging. A type of learning environment we examined was Process Oriented Guided Inquiry Learning (POGIL). We studied the differences in sense of belonging between POGIL and non-POGIL classrooms. Although we did not find a significant difference in overall sense of belonging at the factor level, we did find significant differences when we examined at the item level. These results shed light about nuances in students’ sense of belonging in CS POGIL classrooms when compared to other approaches. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Qualitative, Multi-institution | Structural Equation Modeling (SEM), Chi-square/Contingency Table, Correlation | Community Colleges | 10.1145/3408877.3432425 | https://doi.org/10.1145/3408877.3432425 |
| 220 | 236 | Beyond course work: expanding what’s valued in computer science degree programs | Paek, Seungoh; Leong, Peter; Johnson, Philip M.; Moore, Carleton | Journal Of Applied Research In Higher Education | 2021 | Purpose – As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | NA | Survey | NA | NA | 10.1108/JARHE-12-2019-0317 | https://doi.org/10.1108/JARHE-12-2019-0317 |
| 221 | 238 | How Students in Computing-Related Majors Distinguish Social Implications of Technology | Prioleau, Diandra; Richardson, Brianna; Drobina, Emma; Williams, Rua; Martin, Joshua; Gilbert, Juan E. | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | The demand for machine learning and data science has grown exponentially in recent years. Yet, as the influence of these fields reach farther into daily life, the disparate impacts of these algorithms and models on more marginalized populations have also begun to surface rapidly. To address this emerging crisis, it is necessary to equip the next generation of computer scientists with the ethical tools needed to tackle these issues. Thus, an exploratory study was conducted to investigate how students who are currently enrolled in computing-related programs evaluate and understand the ethical and social impact of technology. 43 students in computing majors were presented with 5 scenarios of different technologies that utilizes machine learning to address potentially sensitive areas (e.g. policing, medical diagnosing). The long-format responses to these scenarios were qualitatively analyzed. Additionally, quantitative analysis was conducted after qualitatively coding the long-format responses into four sentiments. Ultimately, we found that participants were able to decipher the social implications of technology. However, many issues of systemic discrimination were missing from participants’ analysis. Alarmingly, our findings also indicated that 50% or more of participants were not exposed to most of the technologies highlighted in the scenarios, which highlights a potential gap in computing curriculum of connecting ethics as well as racial, cultural, and socioeconomic understanding to computer science. Based on these results, we suggest that computing-related curriculum be reevaluated with ethical training in mind. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Low-income Students | Survey, Qualitative, Program Evaluation | T-test | NA | 10.1145/3408877.3432360 | https://doi.org/10.1145/3408877.3432360 |
| 222 | 241 | Understanding Immersive Research Experiences that Build Community, Equity, and Inclusion | Rorrer, Audrey; Spencer, Breauna; Davis, Sloan; Moghadam, Sepi Hejazi; Holmes, Deborah; Grainger, Cori | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | In this experience report, we describe the rationale and need for immersive research experiences (IREs) in computer science (CS) that are designed to foster an inclusive community that encourages pursuit of graduate education for undergraduate women. Google’s exploreCSR supports institutions across the US to execute IREs in computing throughout the academic year. We describe the program design and framework, the evaluation model, and present outcomes from two years of implementation across 29 institutions, with 1,983 (92% female) student participants collectively. The unique features of the program are that it aligns goals, measurements, and best practices across a national network of hands-on, localized IREs, resulting in peer communities and a sizable sample of undergraduates who identify as women and/or African-American/Black, American Indian/Alaska Native/Native American, Hispanic/Latinx, and/or Native Hawaiian/Pacific Islander (AAHN). We discuss recommendations for effective IRE programming based on our evaluation and the features found to be particularly salient for AAHN women. The contribution of this work is in describing how a national initiative for IREs builds community and creates conditions known to support persistence of women in computer science. | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic, Native American Students, Native Hawaiian/Pacific Islander Students | Survey, Qualitative, Multi-institution, Program Evaluation | T-test | NA | 10.1145/3408877.3432523 | https://doi.org/10.1145/3408877.3432523 |
| 223 | 243 | Evaluating Student Participation in Undergraduate Information Technology Programs in the U.S. | Sabin, Mihaela; Zweben, Stuart; Lunt, Barry; Raj, Rajendra K. | Proceedings Of The 21St Annual Conference On Information Technology Education | 2020 | Enrollment, retention, and graduation rates of undergraduate students in Information Technology (IT) programs are useful measures of institutional performance. Disaggregated by demographics characteristics, such as gender, race, and ethnicity, analysis of student data across IT programs in the U.S. supports the exploration of the breadth and diversity of student participation in IT. Evaluating undergraduate IT programs is particularly challenging for multiple factors, including: IT programs are not always titled "Information Technology"; IT programs are not always ABET-accredited; and IT programs may be housed in various academic units, such as business, computing, engineering, technology, or information sciences. This paper builds on prior work used to identify IT programs in the U.S., including the National Center for Education Statistics’ Classification of Instructional Programs (CIP) codes, specifically CIP code 11 that designates IT and other computing programs. It also refines CIP code-based program identification and then analyzes 2017-2018 student data from the National Student Clearinghouse Research Center to evaluate IT programs through a student participation lens. The in-depth analysis of student enrollment, retention, and graduation is intended to support IT programs with designing more inclusive learning environments that increase participation of all students, in particular women and racial and ethnic minority students. This paper finally signals the importance of CIP codes that designate IT programs and focuses attention to the role that faculty, IT programs, and SIGITE community at large need to have in CIP code selection to further advance research in IT education. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution, Program Evaluation | NA | Community Colleges | 10.1145/3368308.3415396 | https://doi.org/10.1145/3368308.3415396 |
| 224 | 245 | Understanding Sources of Student Struggle in Early Computer Science Courses | Salguero, Adrian; Griswold, William G.; Alvarado, Christine; Porter, Leo | Proceedings Of The 17Th ACM Conference On International Computing Education Research | 2021 | Computer science students struggle in early computing courses as evinced by high failure rates and poor retention. As such, studies have attempted to characterize the root of student struggles from many perspectives, including cognitive, meta-cognitive, and social emotional. Typically, studies have limited their inquiry to a specific perspective or a single course. This paper reports the results of a broad student experience survey conducted across several computer science courses. Through a periodic survey, students rated various cognitive, socio-emotional, external, personal, and structural barriers in terms of how much each impacted their learning throughout the term. An exploratory factor analysis of these questions revealed four factors—personal obligations, lack of sense of belonging, in-class confusion, and lack of confidence—that capture a range of possible struggles students may face. We analyzed the prevalence of these factors across courses, performance quartiles, and demographic groups broken down by gender, race/ethnicity, and matriculation status. Students in lower performance quartiles report higher stress levels on multiple factors, with statistically significant differences found between all quartiles and courses, for most factors. Moreover, students from traditionally underrepresented groups report struggling more across all four factors, suggesting that they may be facing more challenges than classmates from represented populations. Overall, these findings indicate that student struggles are associated with stresses from many areas of their lives, suggesting that future interventions should target multiple areas of stress. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups, Low-income Students | Survey | Correlation | NA | 10.1145/3446871.3469755 | https://doi.org/10.1145/3446871.3469755 |
| 225 | 246 | Can Computing Be Diversified on “Principles” Alone? Exploring the Role of AP Computer Science Courses in Students’ Major and Career Intentions | Sax, Linda J.; Newhouse, Kaitlin N. S.; Goode, Joanna; Nakajima, Tomoko M.; Skorodinsky, Max; Sendowski, Michelle | ACM Transactions On Computing Education | 2022 | The Advanced Placement Computer Science Principles (APCSP) course was introduced in 2016 to address long-standing gender and racial/ethnic disparities in the United States among students taking Advanced Placement Computer Science (APCS) in high school, as well as among those who pursued computing majors in college. Although APCSP has drawn a more diverse population of course takers than the traditional Advanced Placement Computer Science A (APCSA) course, questions remain about whether the new course portends students’ longer-term interest in computing and technology. This study used data from more than 120,000 first-year college students in the United States to understand the relationship between taking APCSA, APCSP, or both APCS courses and students' aspirations to major in computing or to pursue a computing or technology career. Our results indicated that taking APCSA or taking both APCS courses positively predicted students’ major or career aspirations in computing and technology, but that taking only APCSP did not predict long-term computing interest (although positive associations were identified for women). The findings identify a possible tension in the function of APCSP, as it appears to broaden access to computing knowledge, but may not necessarily encourage longer-term computing aspirations for all groups of underrepresented students. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Multi-institution | Regression | NA | 10.1145/3479431 | https://doi.org/10.1145/3479431 |
| 226 | 248 | ICT Self-Efficacy: Gender and Socioeconomic Influences Among First-Year Students | Stone, Jeffrey A | Science And Technology | 2020 | Colleges and universities in the US have integrated Information and Communication Technology (ICT) into almost all disciplines, curricula, and activities, hoping both to prepare students for future careers and to engage so-called “digital natives”. Despite the ubiquity of ICT and higher education’s integration of these technologies, studies show incoming students often fall short in their ICT skills. The purpose of this study is to extend prior research to explore the ICT exposure, use, and access factors that influence students’ ICT self-efficacy, and to identify any gender- or income-based group differences. Using a two-year sample of incoming first-year students at a public research university in the United States, the study shows significant relationships between ICT access, prior academic exposure, and internet use on perceptions of ICT skills. The study also finds students are confident in many ICT skills, though student self-efficacy in their content creation skills was limited. While parental income was not found to be a significant factor, some gender differences in ICT self-efficacy continue to exist. The findings, along with movement in higher education towards distributed and electronic learning, suggest that it is important for universities to emphasize and integrate digital content creation into courses and curricula. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender, Low-income Students | Survey, Program Evaluation | T-test, Chi-square/Contingency Table, ANOVA, Correlation | NA | No DOI | |
| 227 | 249 | Sustaining Student Engagement and Equity in Computing Departments During the COVID-19 Pandemic | Thiry, Heather; Hug, Sarah T. | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | In spring of 2020, almost all campuses across the United States abruptly closed and shifted to remote instruction due to the COVID-19 pandemic. Students and faculty rapidly adjusted how they engaged in learning in a time of great social and economic upheaval. In this paper, we use the lens of equity-oriented student engagement to examine how computing departments facilitated student participation in educationally engaging activities during the campus closures. The National Science Foundation-funded INCLUDES Alliance, the Computing Alliance of Hispanic-Serving Institutions (CAHSI), is a network of computing departments dedicated to increasing the representation of Hispanics in computing education and careers. We present results from a survey administered in spring 2020 to over 900 CAHSI students in 14 computing departments at Hispanic-Serving Institutions and interviews with 30 faculty, department chairs, and leaders. Though students reported increased financial and mental health struggles, they reflected on the myriad ways that faculty and peers supported their learning and sustained their engagement in coursework and co-curricular opportunities. In response to the pandemic, faculty and student leaders structured supports, such as peer-led team learning sessions and student clubs, to operate effectively in remote environments to promote student engagement. | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | Underrepresented Racial/Ethnic Groups, Latinx/Hispanic | Survey, Qualitative, Multi-institution, Program Evaluation | Chi-square/Contingency Table, ANOVA | Minority Serving Institutions, Hispanic Serving Institutions | 10.1145/3408877.3432381 | https://doi.org/10.1145/3408877.3432381 |
| 228 | 253 | Modeling the Pathways to Self-Confidence for Graduate School in Computing | Wofford, Annie M. | Research In Higher Education | 2021 | Given the significant need to increase and diversify graduate enrollments within computing fields, it is vital to understand what shapes students’ pathways to computing graduate school. This study examines the predictors of undergraduate students’ self-confidence in being admitted to computing graduate school among students who enrolled in an introductory computing course during the 2015–2016 academic year and completed both an end-of-intro-course survey as well as a follow-up survey two years later. Guided by social cognitive career theory, this longitudinal and multi-institutional study uses structural equation modeling to illustrate the direct and indirect relationships between students’ social identities (specifically gender and race/ethnicity), psychosocial beliefs, perceptions of support, and self-confidence for computing graduate admission. Findings suggest that gender and racial/ethnic inequities in self-confidence for graduate admission are present during introductory computing courses, and women’s early perceptions in intro courses (e.g., math self-concept) seem to play an especially vital role in explaining why women ultimately report lower self-confidence for computing graduate admission than men. Findings also highlight the key mediating role of computing self-efficacy in cultivating students’ selfconfidence for computing graduate admission. Taken together, these results have important implications for understanding intro computing students’ perceptions about their graduate school trajectories and how to foster a more diverse graduate applicant pool. | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | Gender, Underrepresented Racial/Ethnic Groups | Survey, Longitudinal, Multi-institution | Structural Equation Modeling (SEM), Chi-square/Contingency Table, Correlation | Community Colleges | 10.1007/s11162-020-09605-9 | https://doi.org/10.1007/s11162-020-09605-9 |
| 229 | 254 | Inclusive Making: designing tools and experiences to promote accessibility and redefine making | Worsley, Marcelo; Bar-El, David | Computer Science Education | 2022 | Background and Context: Making is celebrated for bringing excit ing tools and learning opportunities to non-traditional designers. However, people with disabilities may find themselves excluded from many making activities and makerspaces. This exclusion is present in making and computer science more broadly. | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Students with Disabilities | Survey | NA | NA | 10.1080/08993408.2020.1863705 | https://doi.org/10.1080/08993408.2020.1863705 |
| 230 | 203 | Exploring the Digital Identity Divide: A Call for Attention to Computing Identity at HBCUs | Blunt, Takeria; Pearson, Tamara | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | The lack of diversity in computing professions has continuously persisted in the tech industry, with racial minorities experiencing less representation than broader marginalized groups. The issue of continuous under-representation for Black/African Americans is especially telling of a pressing digital divide issue. Members of this group comprise roughly 13% of the U.S. population, but disproportionately hold only 5% and 8% of computer engineering and computer science bachelor’s degrees. Studies suggest that computing culture and stereotypes associated with the discipline and its practitioners are among the varied contributors to sociocultural rifts between Black students and computing. This disconnect impacts students’ computational and technological identities, which may result in these students deciding to “disidentify” with computing, and to pursue academic disciplines in which they experience higher self-efficacy. Despite comprising only 4% of U.S. universities, Historically Black Colleges & Universities (HBCUs) produce 31% of the Black STEM bachelor’s degrees. Still, HBCU computing departments face unique retention issues that impact student matriculation through computer science (CS) degrees. As there are few course-based efforts geared toward cultivating students’ computing identities, this position paper highlights the need for formal attention to the fostering of these identities. It presents HBCU computing departments as key centers for beginning to address traditional computing culture and identity-related attrition issues for Black students. By tackling notions of computing and technology identity in these settings, students are given space to critique and develop their computational identities in ways that support retention in the CS major and degree completion. | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students, Low-income Students | Survey, Multi-institution, Conceptual | NA | Minority Serving Institutions, Historically Black Colleges and Universities/Predominantly Black Institutions | 10.1145/3408877.3432459 | https://doi.org/10.1145/3408877.3432459 |
| 231 | 217 | Confronting Inequities in Computer Science Education: A Case for Critical Theory | Hubbard Cheuoua, Aleata | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | How might we better address the pervasive inequities in CS education? While empirical efforts have advanced pedagogy, created innovative learning tools, and deepened our understanding of learner cognition, we are still failing many students. Disparities in who can access and who succeeds in CS persist. In this position paper I argue that we need to reconsider how we approach CS education research (CSER). Prior research discussions have focused on methodologies, but research designs are influenced by more than strategies and methods of data collection. They are also guided by philosophies of how the world works. Philosophical views dominant in CSER have served us well in answering questions such as which instructional approaches lead to greater achievement or how do alternative programming conceptions develop. However, confronting systemic problems that prevent some learners from being at the table might require a transformative research lens. I introduce critical theory as a means to put inequities and the voices of the marginalized at the fore of our research. This is demonstrated through the analysis of three examples: a narrative ethnographic analysis of the power differences in a researcher practitioner partnership serving Latinx youth; an autoethnography of a Black scholar’s journey into an IT career; and a survey study examining the relationship between interest, stereotypes and CS career intentions in students from minoritized groups. Lastly, I offer a call to action for increasing the use and acceptance of critical theory in our dissemination venues and professional development opportunities. | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Underrepresented Racial/Ethnic Groups, Black/African American Students, Latinx/Hispanic | Survey, Program Evaluation, Conceptual | Regression | NA | 10.1145/3408877.3432453 | https://doi.org/10.1145/3408877.3432453 |
| 232 | 211 | An Analysis of Iterative and Recursive Problem Performance | Endres, Madeline; Weimer, Westley; Kamil, Amir | Proceedings Of The 52Nd ACM Technical Symposium On Computer Science Education | 2021 | Iteration and recursion are fundamental programming constructs in introductory computer science. Understanding the relationship between contextual factors, such as problem formulation or student background, that relate to performance on iteration and recursion problems can help inform pedagogy. We present the results of a study of 162 undergraduate participants tasked with comprehending iterative, recursive, and tail-recursive versions of CS1 functions. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Gender | Survey | T-test, ANOVA, Correlation | NA | 10.1145/3408877.3432391 | https://doi.org/10.1145/3408877.3432391 |
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