Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

Sax, Linda J.; Blaney, Jennifer M.; Lehman, Kathleen J.; Rodriguez, Sarah L.; George, Kari L.; Zavala, Christina

doi:10.3390/socsci7080122

Cited by 122 publications

(78 citation statements)

References 46 publications

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“…Introductory science, technology, engineering, and math (STEM) courses often serve as undergraduate students’ introduction to STEM disciplines and associated majors. These courses offer opportunities to foster a sense of belonging in students and establish students’ science identities, especially for students from groups underrepresented in STEM (e.g., Schinske et al , 2016 ; Trujillo and Tanner, 2014 ; Sax et al , 2018 ). The first day of class may be an especially important time point, as it could be used to mitigate student concerns, establish course norms, communicate the importance of course activities, and increase student motivation through promoting positive student interactions and explanation of instructional choices ( DiClementi and Handelsman, 2005 ; Nilson, 2010 ; Chasteen, 2013 , 2020 ; Seidel and Tanner, 2013 ; Brazeal et al , 2016 ; Meaders et al , 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

Lane

Meaders

Shu-man

et al. 2021

LSE

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Section: Introductionmentioning

confidence: 99%

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

Lane

Meaders

Shu-man

et al. 2021

LSE

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“…One US study on women and underrepresented postsecondary students in computing found that students who have a more communal orientation to their studies also report a weaker sense of belonging in computer science (Sax et al 2018). A communal orientation to education is especially important to Hispanics in general (Núñez et al 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Centering Hispanic-Serving Institutions’ strategies to develop talent in computing fields

Núñez

Rivera

Valdez

et al. 2021

Tapuya: Latin American Science, Technology and Society

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Hispanics have become the largest ethnic minority in the US Better serving Hispanics to succeed in tertiary education and scientific fields like computing is critical to build equitable life opportunities and strengthen the US workforce. Typically, the most selective postsecondary institutions are emphasized as exemplary models for developing human capital in the US. Yet, due to the nation's tertiary education institutional stratification, relatively low numbers of Hispanics are enrolled in these institutions. We examine how Hispanic-Serving Institutions (HSIs), federally designated institutions in the US that enroll at least 25% Hispanics, develop strategies to raise Hispanic attainment in computing fields. Specifically, we explore the activities of HSIs in the Computing Alliance for Hispanic-Serving Institutions (CAHSI), a network of over 60 HSIs and other stakeholders that are committed to raising Hispanic attainment in postsecondary computing. We address the question: How do HSIs in CAHSI employ strategies to develop talent in computing among Hispanics? Specifically, we examine how CAHSI institutions apply values that are grounded in Hispanic communities, including emphases on confianza, respeto, and familia, to support Hispanic students in computer science. Our findings indicate the importance of centering Hispanic cultural assets to improve Hispanic success in computing.

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“…When defensive communication becomes habitual in a social context, distrust of others becomes the norm, resulting in a social environment privileging competition over cooperation. Other researchers have found reasons to attribute low representation of women (and other minority groups) to cultural factors in the discipline (for example, see Rasmussen and Håpnes (1991) and Sax et al (2018)).…”

Section: Novices Learning Programming In Csementioning

confidence: 99%

Practical thinking while learning to program – novices’ experiences and hands-on encounters

Hausswolff

2021

Computer Science Education

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Background and Context: Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. Objective: The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study. Method: Core concepts from Dewey's pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework. Findings: Students' learning processes can be understood as 'come to agreement' and habitual actions when doing programming as 'practical thinking'. Implications: Programming education can be reframed beyond the theory-practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be reevaluated in a pragmatic light.

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Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

Cited by 122 publications

References 46 publications

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

Centering Hispanic-Serving Institutions’ strategies to develop talent in computing fields

Practical thinking while learning to program – novices’ experiences and hands-on encounters

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