Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Abstract

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. AbstractThis 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.

Intersectional observations of the Human Brain Project’s approach to sex and gender

“…women and non-binary people who are not White, able, middle class, cis-gendered, etc.). Intersectional methodologies are incorporated into research design and analysis (Windsong, 2018), and Rodriguez and Lehman (2017) advocate for an intersectional agenda in ICT, drawing on decades of feminist and critical race theory research. Kimberlé Crenshaw's seminal text detailed how the experiences of being a Black woman are not simply a combination of experiencing being Black (with the idea of "man" as default) and experiencing being a woman (with the idea of "White" as default; Crenshaw, 1991).…”

“…across the whole of Europe" (Lewis, 2013, p. 887). Race and ethnicity, like gender and sex, are cultural constructs, and they play a major role in the exclusion of groups and individuals from participation (Rodriguez and Lehman, 2017).…”

Advancing Theoretical Frameworks for Intersectional Research on Women in STEM

“…This problem is particularly perplexing because it is projected that the current rate of degrees awarded in STEM disciplines will not be enough to meet future workforce demands (NAS‐NAE‐IOM, 2011). From an equity and access perspective, individuals from diverse and/or marginalized backgrounds should have access to high‐paying careers (Rodriguez & Lehman, ). Further, as we tap into a more diverse pool of talent in math and science that includes underrepresented students of color, there will be a greater need to understand their experiences within and perceptions about the cultural climate.…”

“…Johnson () recommends using institutional data and surveys, for example, to augment interviews and focus group data, as well as examining the experiences of women of color across various points along the STEM pathway to gain a more complete understanding and multiple perspectives about the STEM cultural environment—including undergraduate, graduate, and faculty careers. Further, research designs and theoretical perspectives can be expanded to include more nuanced perspectives on STEM identity development for women of color (Rodriguez & Lehman, ). We offer suggestions toward this end below.…”

“…Despite efforts to attract and retain minoritized populations in STEM fields, underrepresentation continues to persist in fields such as computer science, physics, and engineering, for example (Corbett & Hill, ). In trying to solve the problem, social scientists have studied interest, persistence, and retention in STEM, but often make assumptions about minoritized groups without centering their experiences within the social contexts in which they exist (Johnson, ; Ko, Kachchaf, Ong, & Hodari, ; Ong, Wright, Espinosa, & Orfield, ; Rodriguez & Lehman, ). Social identity development theories and models are used to better understand how minoritized individuals construct their sense of self given the historical, social, political, and cultural dynamics and contexts within our society (Jones & Abes, ).…”