Transfer-Intending Women in Computing: An Exploratory Analysis of Trends, Characteristics, and Experiences Shaping Women’s Computing Participation

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
J. Blaney, Sarah L. Rodriguez, Amanda R. Stevens
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引用次数: 0

Abstract

Objective: Community college transfer pathways are critical for advancing gender equity in STEM. Yet, community college students are often ignored within studies of women’s participation in undergraduate computing. In a first effort to address this gap in the literature, this paper explores the composition of transfer-intending computing students over time (Study One) and gender differences in the characteristics and experiences of transfer-intending computing students (Study Two). Methods: This descriptive paper uses Center for Community College Student Engagement (CCCSE) survey data. Study One relies on a sample of nearly 30,000 transfer aspirants in computing across the United States between 2011 and 2019, allowing us to explore trends over time. Study Two examines a subset of over 9,000 students from the most recent survey cohort, providing a more nuanced snapshot of transfer-intending computing students. Descriptive statistics were used to examine how student experiences differ by gender and race/ethnicity. Results: Study One findings show that women’s representation among transfer-intending computing students has declined over time. Study Two results reveal that, relative to men, women spend more time caregiving, commuting, studying, in student groups, and utilizing advising services, pointing to unique demands on women’s time. We also identify significant differences in how Black and Indigenous women financed their college, relative to other women. Conclusions: While women are underrepresented among transfer-intending computing students, they represent a diverse group to support. We point to recommendations for policy and practice to support transfer-intending women in STEM and future research that considers intersectional identities among this diverse group.
计算机领域的转学女生:对影响女性参与计算机学习的趋势、特点和经历的探索性分析
目标:社区学院的转学途径对于促进 STEM 领域的性别平等至关重要。然而,在有关女性参与本科计算机学习的研究中,社区学院学生往往被忽视。为了填补这一文献空白,本文首先探讨了计算机专业转学意向学生在不同时期的构成情况(研究一),以及计算机专业转学意向学生在特征和经历方面的性别差异(研究二)。研究方法:这篇描述性论文使用了社区学院学生参与中心(CCCSE)的调查数据。研究一依靠的是 2011 年至 2019 年间全美近 30,000 名计算机专业转学意愿者的样本,这使我们能够探索随时间变化的趋势。研究二从最近的调查群组中抽取了 9000 多名学生进行研究,从而为有转学意向的计算机专业学生提供了一个更加细致入微的快照。我们使用描述性统计来研究学生的经历在性别和种族/族裔方面有何不同。研究结果研究一 "的结果表明,随着时间的推移,计算机专业转专业学生中的女生比例有所下降。研究二的结果显示,与男生相比,女生在照顾他人、通勤、学习、参加学生团体和利用指导服务等方面花费的时间更多,这表明女生的时间有其独特的需求。我们还发现,相对于其他女性,黑人和土著女性在如何资助自己上大学方面存在明显差异。结论:虽然女性在有转学意向的计算机专业学生中所占比例较低,但她们代表了一个需要支持的多元化群体。我们为支持 STEM 转学女生的政策和实践提出了建议,未来的研究也将考虑这一多元化群体的交叉身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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