Exploring computing identity development for Latinx students at a Hispanic-serving community college.

Abstract

This qualitative, phenomenological research study explored computing identity development of Latinx students at a Hispanic-serving community college. Students in computing sought a more refined computing identity, based upon how they understood computing concepts and their own professional goals. Students who had prior computing experiences and more technical competence found it easier to recognize their computing identity. Findings reveal a range of computing pathways inspiring multiple forms of community cultural wealth and funds of identity. Latinx students drew upon early community cultural wealth and funds of identity from their families and communities while other participants derived their wealth and identity from professional journeys that eventually led them to computing. Students acknowledged the role of the outside world in shaping their computing identity experiences. Central to exploring their computing identity development was the acknowledgment of the growing needs and challenges regarding computing and artificial intelligence present within the larger exo-and macro-systems. These market needs influenced how community college students defined their computing interests, relative competence, and need to perform certain tasks to be recognized as computing people. While students enrolled at a Hispanic-serving community college, they made no reference to any wealth or funds of identities derived from Hispanicserving institution status. Overall, there were few instances in which students emphasized their racial, ethnic, socioeconomic, or gender identities. Likewise, no institutional approaches to serving those identities in the computing identity development process were mentioned.

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections

“…, 2010 ; Rodriguez et al. , 2023 ; Rodriguez and Stevens, 2023 ). The unique experience of navigating the transfer process also fosters a strong sense of resourcefulness and proclivity to form meaningful support systems that are indispensable when navigating academic and research experiences ( Mobley and Brawner, 2019 ).…”