培养社区大学STEM领导力之路:性别、向上迁移与学生计算机领导力认同的关系研究

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
J. Blaney
{"title":"培养社区大学STEM领导力之路:性别、向上迁移与学生计算机领导力认同的关系研究","authors":"J. Blaney","doi":"10.1177/00915521221087283","DOIUrl":null,"url":null,"abstract":"Objective: Upward transfer pathways are an important mechanism for advancing gender equity in STEM. Yet, little is known about how students access lucrative STEM careers and leadership positions via community colleges. This study explores the factors that may promote computing leadership identity among upward transfer students, focusing specifically on gender differences in upward transfer computing student experiences. Methods: This study relies on longitudinal survey data from N = 1,955 computing majors across 15 universities in the United States. I used linear regression with tests of two- and three-way interaction terms to examine how factors associated with computing leadership identity might differ by upward transfer student status and gender. Results: Findings highlight how faculty mentorship, peer support, and involvement in student groups might shape leadership identity among all computing students. Other findings show that time spent working for pay is positively associated with leadership identity for non-transfers but negatively associated with leadership identity for upward transfer students. Significant three-way interactions show that parent career and sense of belonging in computing are uniquely associated with leadership identity for upward transfer women. Conclusions: This study identifies contextual factors that are uniquely associated with computing leadership identity for upward transfer students, while identifying ways in which institutions can increase upward transfer students’ access to college experiences that are positively associated with leadership identity for all students. Future directions for research are discussed, including opportunities for researchers to test the impact of specific interventions to promote leadership identity, aspirations, and behaviors for upward transfer students.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"50 1","pages":"269 - 291"},"PeriodicalIF":1.7000,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Cultivating Community College Pathways to STEM Leadership: Examining the Relationships Between Gender, Upward Transfer, and Students’ Computing Leadership Identity\",\"authors\":\"J. Blaney\",\"doi\":\"10.1177/00915521221087283\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective: Upward transfer pathways are an important mechanism for advancing gender equity in STEM. Yet, little is known about how students access lucrative STEM careers and leadership positions via community colleges. This study explores the factors that may promote computing leadership identity among upward transfer students, focusing specifically on gender differences in upward transfer computing student experiences. Methods: This study relies on longitudinal survey data from N = 1,955 computing majors across 15 universities in the United States. I used linear regression with tests of two- and three-way interaction terms to examine how factors associated with computing leadership identity might differ by upward transfer student status and gender. Results: Findings highlight how faculty mentorship, peer support, and involvement in student groups might shape leadership identity among all computing students. Other findings show that time spent working for pay is positively associated with leadership identity for non-transfers but negatively associated with leadership identity for upward transfer students. Significant three-way interactions show that parent career and sense of belonging in computing are uniquely associated with leadership identity for upward transfer women. Conclusions: This study identifies contextual factors that are uniquely associated with computing leadership identity for upward transfer students, while identifying ways in which institutions can increase upward transfer students’ access to college experiences that are positively associated with leadership identity for all students. Future directions for research are discussed, including opportunities for researchers to test the impact of specific interventions to promote leadership identity, aspirations, and behaviors for upward transfer students.\",\"PeriodicalId\":46564,\"journal\":{\"name\":\"Community College Review\",\"volume\":\"50 1\",\"pages\":\"269 - 291\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Community College Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/00915521221087283\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521221087283","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

目的:向上迁移路径是促进STEM性别平等的重要机制。然而,对于学生如何通过社区大学获得利润丰厚的STEM职业和领导职位,人们知之甚少。本研究探讨了可能促进计算机领导认同的向上迁移学生的因素,特别关注向上迁移计算机学生体验的性别差异。方法:本研究依赖于美国15所大学N = 1,955名计算机专业学生的纵向调查数据。我使用线性回归和双向和三方交互项的测试来检验与计算领导身份相关的因素如何因向上转校生身份和性别而有所不同。结果:研究结果强调了教师指导、同伴支持和参与学生团体如何塑造所有计算机专业学生的领导身份。其他研究结果表明,非转校生的领薪工作时间与领导认同呈正相关,而向上转校生的领薪工作时间与领导认同负相关。显著的三向交互作用表明,父母职业和计算机领域的归属感与向上转移女性的领导身份有独特的关联。结论:本研究确定了与向上转校生计算领导身份独特相关的情境因素,同时确定了机构可以增加向上转校生获得与所有学生领导身份正相关的大学经历的方法。讨论了未来的研究方向,包括研究人员有机会测试特定干预措施对促进向上转校生的领导认同、愿望和行为的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating Community College Pathways to STEM Leadership: Examining the Relationships Between Gender, Upward Transfer, and Students’ Computing Leadership Identity
Objective: Upward transfer pathways are an important mechanism for advancing gender equity in STEM. Yet, little is known about how students access lucrative STEM careers and leadership positions via community colleges. This study explores the factors that may promote computing leadership identity among upward transfer students, focusing specifically on gender differences in upward transfer computing student experiences. Methods: This study relies on longitudinal survey data from N = 1,955 computing majors across 15 universities in the United States. I used linear regression with tests of two- and three-way interaction terms to examine how factors associated with computing leadership identity might differ by upward transfer student status and gender. Results: Findings highlight how faculty mentorship, peer support, and involvement in student groups might shape leadership identity among all computing students. Other findings show that time spent working for pay is positively associated with leadership identity for non-transfers but negatively associated with leadership identity for upward transfer students. Significant three-way interactions show that parent career and sense of belonging in computing are uniquely associated with leadership identity for upward transfer women. Conclusions: This study identifies contextual factors that are uniquely associated with computing leadership identity for upward transfer students, while identifying ways in which institutions can increase upward transfer students’ access to college experiences that are positively associated with leadership identity for all students. Future directions for research are discussed, including opportunities for researchers to test the impact of specific interventions to promote leadership identity, aspirations, and behaviors for upward transfer students.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信