Girls and computer science: experiences, perceptions, and career aspirations

Hur, Jung Won; Andrzejewski, Carey E.; Marghitu, Daniela

doi:10.1080/08993408.2017.1376385

Cited by 55 publications

(23 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Discrepancies in the participation of structured STEM-focused OST programs at eighth grade, selfefficacy beliefs in science and ninth-grade GPA in math, and interest in STEM major between students of different sociodemographic backgrounds were documented in our study. The way that high school girls tended to have a lower science self-efficacy early in high school and interest in STEM major after high school graduation yet a higher ninth-grade GPA in math implies the looming structural and contextual inequity, under which adolescent girls may be less likely to be interested in or aspire to STEM fields (Ashcraft, Eger, & Scott, 2017;Hur, Andrzejewski, & Marghitu, 2017;Xie, Fang, & Shauman, 2015). Prevailing stereotypes regarding the innate math ability, learning experience, and career environment in STEM fields, despite their comparable or even better academic achievement in math early on (Harackiewicz et al, 2014;Sax, 1996) may also play a role.…”

Section: Sociodemographic Differences and Intersectionality Manifesmentioning

confidence: 99%

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

et al. 2020

View full text Add to dashboard Cite

In this paper, we explore how secondary school students' participation in structured, math‐ and science‐focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are related to their participation in these programs. Using expectancy‐value theory and social cognitive career theory as our conceptual frameworks, we conduct a path analysis based on a nationally representative panel dataset. Results indicate that students who participate in structured science‐focused out‐of‐school programs in eighth grade are more likely to express an aspiration to and choosing a STEM major in college. The intersection of sociodemographic backgrounds further highlights the intricate differences in math‐focused programs participation outside of school between Latinx and White adolescents of varying socioeconomic status.

show abstract

Section: Sociodemographic Differences and Intersectionality Manifesmentioning

confidence: 99%

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Research, for instance, indicates that parents encourage boys to engage with computing more than girls (Anderson, Welch, & Harris, 1984). Other studies also found that even girls who voluntarily joined computing camps had very limited knowledge of and experience with computing (Hur, Andrzejewski, & Marghitu, 2017). Both Margolis and Fisher (2003) and Barron (2004) refer to this issue as an “experience gap,” which is directly related to female participation in computing.…”

Section: Discussionmentioning

confidence: 99%

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Mouza

Pan

Huí

et al. 2020

Journal of Educational Computing Research

View full text Add to dashboard Cite

In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing.

show abstract

“…At the university level, female students comprise a mere 36% of students majoring in STEMrelated domains around the world (Sey & Hafkin, 2019). Negative stereotyped perceptions of who pursues technical careers and a lack of confidence in girls play a large role in discouraging girls and young women from the pursuit and exploration of computer science and other STEM-related activities (Hur, Andrzejewksi, & Marghitu, 2017). Scholars have also observed a paradoxical trend, noting that "countries with high levels of gender equality have some of the largest STEM gaps in secondary and tertiary education" (Stoet & Geary, 2018, p. 581).…”

Section: E M O G R a P H I C Fa C T O R S A N D D I F F E R I N G Ementioning

confidence: 99%

Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

et al. 2020

View full text Add to dashboard Cite

Girls and computer science: experiences, perceptions, and career aspirations

Cited by 55 publications

References 33 publications

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

Contact Info

Product

Resources

About