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Helpful Articles Related to Broadening Participation in Computing

NSF Highlights Expanded Efforts for Broadening Participation in Computing
This article highlights the newly expanded CISE efforts to broaden participation in computing.

T. Whitney and V. Taylor, “Increasing Women and Underrepresented Minorities in Computing: The Landscape and What You Can Do,” in Computer, vol. 51, no. 10, pp. 24-31, October 2018. >> doi: 10.1109/MC.2018.3971359

Hall, M., Pérez-Quiñones, M., Ladner, R., Levitt, D., (2018). “Broadening Participation in Computing Is Easier Than You Think, Blog@CACM, Dec. 2018.”
The computing field is not nearly as diverse as the users of the technology it produces. This presentation was originally presented at CRA’s Snowbird Conference in 2018 as a panel discussion by experts working on increasing diversity in computing. Slides available here.

DuBow, W., Quinn, B.A., Townsend, G.C., Robinson, R. & Barr, V., (2016). “Efforts to Make Computer Science More Inclusive of Women.” ACM Inroads. 7(4), 74-80.
This article was part of ACM Inroads, and is an overview of the BPC-related offerings of the National Center for Women & Information Technology (NCWIT), the Association of Computing Machinery (ACM-W), and the Anita Borg Institute (ABI.org).

Sax, L., Lehman, K., Jacobs, J.A., Kanny, M. A., Lim, G., Monje-Paulson, L., Zimmerman, H.B., (2017). The Anatomy of an Enduring Gender Gap: The Evolution of Women’s Participation in Computer Science
This article reported findings from a national study of 8 million college students from 1971-2011 to: (a) document trends in aspirations to major in computer science among undergrad women and men; (b) explore the characteristics of women and men who choose to major in CS and how this population has evolved over time; and (c) identify the key determinants of the gender gap in the selection of CS majors.

Amber, S., Moon, D., Roberts, A.L. & Gilbert, J.E., (2018). Not Just Black and Not Just a Woman: Black Women Belonging in Computing. Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), IEEE.
This article discusses the social science construct of “belonging” in computing and engineering from an intersectional lens of race and gender.

Ladner, R.,Israel, M., (2016). For All’ in ‘Computer Science For All”. Communications of the ACM, Vol. 59 No. 9, Pages 26-28
This article addresses opportunities for computer science educators seeking to expand inclusiveness in computer science education.

Crenshaw, T.L., Chambers, E.W., Heeren, C., Metcalf, H.E.,(2017). “Ten Years toward Equity: Preliminary Results from a Follow-Up Case Study of Academic Computing Culture”.
This study found that a department which placed emphasis on research in conjunction with a lack of communication and transparency, devalued teaching, mentoring, professional development, education, and sense of belonging of students. Data reveals improvements in the perceptions of undergrad teaching quality and undergrad peer mentoring. This article discusses follow-up findings, offer research/methodological reflections, and share next steps that aim to create positive cultural change in computing.

Parker, M. C. and Guzdial, M., (2015). “A critical research synthesis of privilege in computing education,” Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)
This article provides a review and analysis on existing research on privilege in STEM and computing with a focus on identifying privilege and inequality and noting and measuring the impact of privilege and underprivilege. Addresses research questions that emerge from the gaps in the literature.

Lewis, (2018). “Twelve Tips for Creating a Culture that Supports All Students in Computing,”ACM Inroads, vol. 8, no. 4, pp. 17-20.
This article identifies potential challenges that faculty might encounter that might impact their efforts to broaden participation in computing. Each item is accompanied by research based suggestions for addressing the challenge.

Stephenson, A. Derbenwick Miller, C. Alvarado, L. Barker, V. Barr,T.  Camp, C. Frieze, C. Lewis, E. Cannon Mindell, L. Limbird, D. Richardson,  M. Sahami, E. Villa, H. Walker, and S. Zweben, (2018). “Retention in Computer  Science Undergraduate Programs in the U.S.: Data Challenges and Promising Interventions,” ACM.
This report reviews existing research on student retention in order identify promising interventions that can be used to successfully retain students in computing, point out challenges in the measurement of retention, and suggest directions for future research.

Alvarado, Z. Dodds, and R. Libeskind-Hadas., (2012). Increasing Women’s Participation in Computing at Harvey Mudd College. ACM Inroads 3, 4 (2012), 55–64.
This report discusses three distinctive changes Harvey Mudd College Department of Computer Science implemented to increase the number of women entering the major. All changes were implemented in the department for students regardless of whether or not they had declared a computer science major. All changes are discussed in detail, with concrete tips on how to implement similar changes in your own department.

Alvarado and E. Judson., (2014). Using Targeted Conferences to Recruit Women into Computer Science. Commun. ACM 57, 3 (2014), 70–77.
This article is a follow-up piece to Alvarado, Dodds, and Libeskind-Hadas (2012), and provides more details on sending first year students to the Grace Hopper Celebration conference. The impact of this change on the departments’ recruitment and retention of women computer science majors is discussed.

Barker, L., Camp, T., Walker, E. L., & Zweben, S. (2015, May). Booming enrollments: What is the impact? Computing Research News, 27(5), 52–53.
The surge in enrollments has led many departments to enact policies that have the potential to reduce the ability of students with no prior experience or who just want to sample courses (without declaring a major) from enrolling in courses.

Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing Classrooms to Maximize Student Achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4–12.
Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing Classrooms to Maximize Student Achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4–12. https://doi.org/10.1177/2372732214548677   https://pdfs.semanticscholar.org/ba6e/a71bfba3a4731264cb379936815351349e1f.pdfFaculty can make small changes to the decor in classrooms that influence student sense of belonging and identity. Research shows that certain objects and wall decor can put off students.

Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing Classrooms to Maximize Student Achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4–12.
Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. An outline of the policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.

Ong, M., Smith, J. M., Ko, L.T. (2018). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55: 206–245.
This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces.

ECEP & NCWIT. (2018). Broadening Participation in Computing State Summit Toolkit

Description: Advancing K-16 computing education in a state is a complex and collaborative endeavor. Computing education state summits can help to develop a state’s strategy both for expanding computing education access and for broadening participation in computing (BPC). This toolkit will help define the purpose, create structure, and plan logistics for your own summit, and help engage in follow-up efforts. It provides practical resources that communicate the importance of BPC efforts.