Gender Differences in Students' Behaviors in CS Classes throughout the CS Major

Alvarado, Christine; Cao, Yingjun; Minnes, Mia

doi:10.1145/3017680.3017771

Cited by 31 publications

(14 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…What is the optimal team composition during the collaborative phase to achieve better student learning, especially for underrepresented students in computer science such as female and minorities? Computer science is undergoing an enrollment boom recently, but the percentage of female students and minorities in this area is still low [69][70][71] . Thus interventions that may improve unrepresented students' learning have been an active research area.…”

Section: Discussionmentioning

confidence: 99%

Collaborative assessments in computer science education: A survey

Yuan

Cao

2019

Tinshhua Sci. Technol.

View full text Add to dashboard Cite

As computer science enrollments continue to surge, assessments that involve student collaboration may play a more critical role in improving student learning. We provide a review on some of the most commonly adopted collaborative assessments in computer science, including pair programming, collaborative exams, and group projects. Existing research on these assessment formats is categorized and compared. We also discuss potential future research topics on the aforementioned collaborative assessment formats.

show abstract

Section: Discussionmentioning

confidence: 99%

Collaborative assessments in computer science education: A survey

Yuan

Cao

2019

Tinshhua Sci. Technol.

View full text Add to dashboard Cite

show abstract

“…Women also preferred co-located pair programming whereas men were comfortable with a remote setting. Several have reported women in in-person CS classes to have less passion about technology per se but more passion about "computing with a purpose", and lower confidence in their computing abilities [3,8,21,52]. Low confidence can become even lower when students compare themselves to others, such as in [38] where women students reported that they constantly compared themselves to more experienced students and became less confident when they saw experienced students struggle.…”

Section: Related Workmentioning

confidence: 99%

“…Low confidence can become even lower when students compare themselves to others, such as in [38] where women students reported that they constantly compared themselves to more experienced students and became less confident when they saw experienced students struggle. Gender differences in confidence have in turn been linked to gender differences in communication in CS classes; for example, Alvarado's study found that women were less comfortable than men were when communicating with their instructor [3].…”

Section: Related Workmentioning

confidence: 99%

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

Letaw

Garcia

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

View full text Add to dashboard Cite

Motivation: Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS educationbesides being inclusive to each other, online CS students also need to be able to create inclusive technology. Objectives: We have begun developing a new approach that we term "embedded inclusive design" to address both of these goals. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach and empirically investigates their efficacy in online CS post-baccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create?Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University's Ecampus and conducted an action research study to investigate the impacts. Results: Online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, increased their interest in accommodating diverse users, and created more inclusive technology designs than they had before. Discussion: These results provide encouraging evidence that embedding elements of inclusive design into mainstream CS coursework, via the interventions presented here, can increase both online CS students' inclusivity toward one another and the inclusivity of the technology these future CS practitioners create.

show abstract

“…Not all papers were systematic in describing what good and bad habits are, which is arguably a relative concept. Some papers define bad habits by looking at how they relate to performance [27,41,121] or predict success [4,45].…”

Section: 13mentioning

confidence: 99%

Study Behavior in Computing Education—A Systematic Literature Review

LoråsMadeleine

SindreGuttorm

TrættebergHallvard

et al. 2021

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

show abstract

Gender Differences in Students' Behaviors in CS Classes throughout the CS Major

Cited by 31 publications

References 21 publications

Collaborative assessments in computer science education: A survey

Collaborative assessments in computer science education: A survey

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

Study Behavior in Computing Education—A Systematic Literature Review

Contact Info

Product

Resources

About