The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers

George, Kari L.; Sax, Linda J.; Wofford, Annie M.; Sundar, Sarayu

doi:10.1007/s11162-021-09671-7

Cited by 14 publications

(5 citation statements)

References 48 publications

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“…Nevertheless, caution is advised in attributing a significant impact on students' academic awareness solely to positive feedback. This prompts further research inquiries, particularly delving into the nuanced role of positive feedback in shaping students' educational trajectories [57,58].…”

Section: Discussionmentioning

confidence: 99%

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

Câmpean,

Bocoș,

Roman

et al. 2024

Education Sciences

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This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

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Section: Discussionmentioning

confidence: 99%

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

Câmpean,

Bocoș,

Roman

et al. 2024

Education Sciences

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“…Researchers have also made new strides in operationalizing computing self-efficacy (Kolar et al, 2013). Computing self-efficacy measures individuals’ confidence in mastering technical skills and has been found to predict computing career interests and workforce experiences (George et al, 2022; Lyon & Green, 2021) as well as graduate aspirations (Dahlberg et al, 2008; Wofford et al, 2022). Studies also detail how mentoring support positively relates to computing self-efficacy (Blaney & Stout, 2017; Wofford, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Wofford

2023

AERA Open

Self Cite

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Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.

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“…As a result of growing gender inequities in computing programs, a wealth of literature has considered mechanisms to broaden women’s participation in the field. Much of this literature has utilized a social cognitive career framing (see Lent et al, 1994) to consider the factors that lead women to pursue and be retained in computer science (e.g., George et al, 2022; Lapan & Smith, 2022; Sax et al, 2017). Unfortunately, sexist environments and a hostile culture may lead women to feel like they do not belong (Cheryan et al, 2009) and ultimately leave computing (Stout & Blaney, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Transfer-Intending Women in Computing: An Exploratory Analysis of Trends, Characteristics, and Experiences Shaping Women’s Computing Participation

Blaney,

Rodriguez,

Stevens

2023

Community College Review

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Objective: Community college transfer pathways are critical for advancing gender equity in STEM. Yet, community college students are often ignored within studies of women’s participation in undergraduate computing. In a first effort to address this gap in the literature, this paper explores the composition of transfer-intending computing students over time (Study One) and gender differences in the characteristics and experiences of transfer-intending computing students (Study Two). Methods: This descriptive paper uses Center for Community College Student Engagement (CCCSE) survey data. Study One relies on a sample of nearly 30,000 transfer aspirants in computing across the United States between 2011 and 2019, allowing us to explore trends over time. Study Two examines a subset of over 9,000 students from the most recent survey cohort, providing a more nuanced snapshot of transfer-intending computing students. Descriptive statistics were used to examine how student experiences differ by gender and race/ethnicity. Results: Study One findings show that women’s representation among transfer-intending computing students has declined over time. Study Two results reveal that, relative to men, women spend more time caregiving, commuting, studying, in student groups, and utilizing advising services, pointing to unique demands on women’s time. We also identify significant differences in how Black and Indigenous women financed their college, relative to other women. Conclusions: While women are underrepresented among transfer-intending computing students, they represent a diverse group to support. We point to recommendations for policy and practice to support transfer-intending women in STEM and future research that considers intersectional identities among this diverse group.

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The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers

Cited by 14 publications

References 48 publications

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Transfer-Intending Women in Computing: An Exploratory Analysis of Trends, Characteristics, and Experiences Shaping Women’s Computing Participation

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