Strengthening the computing research pipeline through minority participation: The case for undergraduate research experiences

Nyame-Mensah, Ama

doi:10.1109/respect.2015.7296499

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…Prior research has also revealed that involvement in student organizations connects students with peers (Mahoney & Cairns, 1997) and was correlated with degree completion, student retention, and persistence across time (Derby, 2006). Extracurricular activities, especially experiential educational activities, can help to keep students, and especially underrepresented students, in STEM fields, by boosting their academic engagement and skill mastery, sense of belonging, and confidence (Djonko‐Moore et al, 2018; Hunter et al, 2007; Lopatto, 2007; Nyame‐Mensah, 2015; Russell et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

Wu,

Uttal

2024

Science Education

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The gender imbalance in computer science (CS) is one of the most challenging issues in American education. CS is the only science, technology, engineering, and mathematics (STEM) field in which women's representation has steadily declined in recent decades. In this study, we explored one potential approach that could be effective in increasing college women's participation in CS: participation in Women‐in‐Computing (WiC) groups. Through participant observation and individual interviews in a WiC group at a major research university, we investigated how students engage in WiC, the impacts of the WiC on identity and belonging, and the challenge of sustainability. The results were coded using a hybrid of grounded and deductive coding and indicate that WiC groups offer various programs and events that enable women in CS to fully participate, learn, and grow. WiC represents an identity, a community, a safe space, and a journey. The results also suggest that the WiC has had positive impacts on students' identity and belonging, as evidenced by increased self‐efficacy, reduced imposter syndrome, and enhanced sense of belonging and community. Furthermore, we outline three strategies employed by the WiC to ensure the group's sustainability. Our study sheds light on how WiC can encourage women to enter and persist in CS, and on some of the characteristics of a successful WiC. We demonstrate that WiC may be potentially effective in diversifying CS through identity‐based participation. Moreover, student leaders design both the structure of the group and the leadership continuity process to ensure sustainability.

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