Importance of gender homophily in the computer science classroom

LaFever, Marcella

doi:10.1109/mtas.2007.371281

Cited by 8 publications

(3 citation statements)

References 24 publications

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“…There are many factors that influence why some students are not attracted to certain STEMM careers. For example, perceptions of computer science among adolescent females are often negative with some seeing it as a boring subject devoid of interesting applications, computing careers as menial, that it is a boy’s domain, and that it is an individual or anti-social domain (e.g., Graham and Latulipe 2003, Varma and Lafever 2007, Wilson 2003). Given these perceptions, it is not surprising that the percentage of females working in computer fields actually declined from 34 to 27% between 1990 and 2011 (Landivar 2013).…”

Section: Resultsmentioning

confidence: 99%

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

et al. 2017

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Section: Resultsmentioning

confidence: 99%

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

et al. 2017

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“…Scholars have found that the teacher-student background and attitude homophily and interpersonal attraction positively relate to instructor' immediacy [25], an attribute that has been posited to have a linear relationship with increased student learning [26]. A correlation is detected between gender homophily and the period of PhD dissertation completion, student class satisfaction rating of lectures and rate of class participation [27,28]. In a hybrid higher education context, racial/ethnic homophily is a key topic, sharing similar research attention with gender, background, and attitude homophily; it is closely related to and examined alongside the trustworthiness of the instructors, attraction of tasks, and value orientations, exerting a considerable impact on the effects of teaching and studying (e.g., [29][30][31][32]).…”

Section: Literature Review 1teacher-student Homophilymentioning

confidence: 99%

Trilingual and Multicultural Experiences Mitigating Students’ Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers

Yang

McAllister

Huang

2023

Behavioral Sciences

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Student stereotyping of non-native English-speaking teachers is a common focus of research and there is a paucity of studies targeting trilingual students of multicultural backgrounds. The present study aims to investigate the dimensions of trilingual Chinese heritage undergraduates’ perceptions of English teachers from Kachru’s stratification of native-English-speaking (Inner-circle), ESL (Outer-circle) and EFL (Expanding-circle) regions. A mixed study design was used to collect data including online questionnaires and an offline semi-structured interview. Quantitative findings indicate the subjects’ preference for native speaking teachers, together with a hierarchical ranking in teacher assessments according to race/ethnicity. Qualitative findings demonstrate that students are also less biased on racial grounds, considering all teachers are “qualified and good enough”, hence the “Inner > Outer > Expanding = Qualified > Unqualified” result. Multilingual and multicultural factors have been used to account for the mitigated linguistic stereotypes from sociocultural and political perspectives. Findings of this study challenge but nevertheless also confirm to some extent the traditional native/non-native dichotomy that manifests raciolinguistic traits and support Kachru’s stratification with statistical evidence. Educational implications are discussed to benefit future practice to further eliminate student prejudice and to better prepare native Chinese teachers of the English language.

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“…In addition, even if they progress through formal education, once they make it to the corporate world, those stereotypes are imposed upon them as being less than capable (Natale, 2002). Since the perception of a same gender culture relates to the satisfaction of female students (Varma & Lafever, 2007), all female collaborative learning environments would improve students' communication ability to engage in the activities, and interpersonal interaction.…”

Section: Male Dominant Cs Culturementioning

confidence: 99%

The Girls' Computing Club

Heo

Myrick

2009

International Journal of Information and Communication Technology Education

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This research was designed to increase the awareness of female students with regard to Computer Science (CS) as both a major and a career field. Five female students from a high school in a northeastern state were voluntarily recruited for a weekly, after-school computing club curriculum for one academic year. Over the project period, participants ventured through tasks relating to various technologies, thereby increasing their computer confidence. Collaboration preferences increased only when faced with both technical and content knowledge. Participants’ understanding of CS changed from abstract and superficial to more concrete, but disinterest in the major persisted. Finally, while the participants’ perceptions of gender differences changed, some of the self-reflections did not match their responses to structured questions. While the project impacted only a small sample, increased knowledge of the field of CS prevailed. If females are educated earlier, this may cause a noticeable shift in gender inequity amongst CS majors.

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Importance of gender homophily in the computer science classroom

Cited by 8 publications

References 24 publications

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

Trilingual and Multicultural Experiences Mitigating Students’ Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers

The Girls' Computing Club

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