Exploring Underrepresented Student Motivation and Perceptions of Collaborative Learning-Enhanced CS Undergraduate Introductory Courses

Cintron, Leslie G.; Chang, Yunjeong; Cohoon, J. McGrath; Tychonievich, Luther; Halsey, Brittany; Yi, Devon; Schmitt, Genevieve

doi:10.1109/fie43999.2019.9028463

Cited by 9 publications

(9 citation statements)

References 26 publications

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“…Hennessy Elliott (2020) documented gender-stereotypical narratives about who can or cannot do activities in computer science in his ethnographic observation of a LatinX girl in a high school robotics team who was never put into the driver's seat throughout the tasks by the white male majority in the team. Cintron et al (2019) found that introductory computer K science courses at universities lack inclusiveness. Their study demonstrated that students of women and minority groups were more motivated toward computer science.…”

Section: Learning Contextsmentioning

confidence: 99%

“…Thus, these studies (Cintron et al 2019;Buffum et al 2016; Hennessy Elliott 2020; Rambe 2017; Ames and Burrell 2017; Richard and Giri 2017) demonstrated that minority-majority relations play a specific role in computer-supported learning environments where one social group is dominant. They analysed the interrelation of privilege and discrimination based on the different social positions of the individuals from minorities in online social learning groups.…”

Section: Learning Contextsmentioning

confidence: 99%

“…Others find that the scope of unconscious gender bias in STEM education became clear when observing that higher female participation did not automatically reduce differential treatment and stereotyped perception of women in CSCL learning experiences (Rambe 2017;Ying et al 2021). They further find that a deeply rooted gender bias still exists in the classroom today, and carries over to technology-supported learning environments in CSCL (Huynh et al 2005;Cintron et al 2019;Richterich 2019).…”

Section: Cscl and Gender Equalitymentioning

confidence: 99%

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“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

et al. 2022

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Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and diversity. In order to elaborate on the assumed potential of CSCL to support equity and diversity goals in education, this systematic literature will focus on the role of gender in CSCL. Although gender issues in CSCL have been examined before, a comprehensive overview is still lacking. Based on the PRISMA method, the current systematic review considers 27 articles, and explores (1) how gender is addressed, (2) what findings concerning gender are reported, and (3) the potential of CSCL to create more gender inclusive learning contributing to the UN SDGs. Our findings show that most studies addressed gender as a binary predictor for participation, communication, or attitude. Less than half of the studies treated gender more nuanced by defining gender as a social construct. This review highlights the need for additional research on the role of gender in CSCL, alongside more methodologies that can account for the complexities this entails. It is estimated that there is some potential for CSCL to decrease gender stereotypes and gender bias in STEM education.

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Section: Learning Contextsmentioning

confidence: 99%

Section: Learning Contextsmentioning

confidence: 99%

Section: Cscl and Gender Equalitymentioning

confidence: 99%

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“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

et al. 2022

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“…A majority of the experiences reported here were achieved through the Tapestry and Lighthouse CC workshop series, about which several other papers have been written. Those previous papers describe workshop organization [7] and explore the impact of the workshops and speci c workshop components [5,6]. By contrast, this paper explores many aspects of presentation execution and organization which our team has not attempted to validated via controlled research but which we believe have su cient consistency to be worth sharing.…”

Section: Related Workmentioning

confidence: 99%

“…The participants worked in institutions spanning the educational gamut, from elementary school through college. Many of the workshops have included various forms of follow-up to measure impact, some of which have been reported elsewhere [5][6][7]. The discussion here is not about these workshops per se, but rather an experiential report of what we have learned about changing the mindset and behavior of workshop participants.…”

Section: Introductionmentioning

confidence: 99%

Lessons Learned from Providing Hundreds of Hours of Diversity Training

Tychonievich

Cohoon

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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The past thirty years have seen many advances in our understanding of issues that impede diversity, as well as interventions that can remove or mitigate those impediments. The advances are generally presented in psychology journals and are under-consumed by computing educators, leading to the need for diversity training tailored to said educators. We have hundreds of hours of experience providing diversity training to computing educators, and have learned many lessons about how training should and should not be delivered to engage participants in understanding diversity-impeding forces and implementing interventions to improve the attraction and retention of diverse students. This paper is a collection of those lessons learned. We focus on concrete approaches to presenting material rather than on training organization or content, including a dozen speci c practices that have proven particularly e ective or ine ective in reaching diverse audiences. Examples include how how to avoid o ending participants, how to help experts not lose their audience, how to pace and organize material for maximum impact, how we tie many topics into a single cognitive framework, and how we've learned to handle participant-raised objections. We also include commentary as to why we believe they did or did not work. We also describe possible future research to validate and expand on our observations and a few open questions for diversity training. CCS CONCEPTS • Social and professional topics → User characteristics; Computing education programs; • Applied computing → Education.

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State-of-the-Art Review on Current Approaches to Female Inclusiveness in Software Engineering and Computer Science in Higher Education

Kovaleva,

Kasurinen,

Kindsiko

et al. 2024

IEEE Access

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Software engineering (SE) and computer science (CS) programs in universities worldwide are marked by a gender gap, which subsequently translates into a gender gap at the industry level. However, there are positive activities that can help attract more women to these male-dominant professions. This study maps the literature related to the achievement of gender balance in SE and CS university-level education and identifies future research directions. More specifically, this article reports on a systematic mapping study of female-inclusive SE and CS tertiary education programs. The authors collected 882 publications between 2015 and 2022 from five databases (ACM, IEEE, Scopus, Web of Science, and Science Direct), selecting 143 peer-reviewed papers for further analysis. The results showed that the main academic contributors were researchers from the USA. The majority of the publications contained observations and explanations regarding the gender gap in computing education. However, an important part of the literature considered proposals and practical activities for achieving gender balance in SE and CS programs. Finally, the authors classified the literature related to female-inclusive SE and CS tertiary education programs, identified the main research focuses and regional distribution, and considered ideas for future research.

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Exploring Underrepresented Student Motivation and Perceptions of Collaborative Learning-Enhanced CS Undergraduate Introductory Courses

Cited by 9 publications

References 26 publications

“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

Lessons Learned from Providing Hundreds of Hours of Diversity Training

State-of-the-Art Review on Current Approaches to Female Inclusiveness in Software Engineering and Computer Science in Higher Education

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