Diversifying computer science

An examination of the potential influences of women‐in‐computing groups

Dados Bibliográficos

ID21392716
AutoresJue Wu (0000-0002-2931-7146, School of Education and Social Policy Northwestern University Evanston Illinois USA, autor correspondente), David H Uttal (0000-0002-7194-4370, School of Education and Social Policy Northwestern University Evanston Illinois USA)
Ano2024
Volume108
Fascículo3
Páginas957-980
Data de publicação2024-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21861
OpenAlexW4392167198
IdiomaEN
Citações recebidas4
Referências citadas60

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

Axial coding · Grounded theory · Identity (music) · Mathematics education · Pedagogy · Political science · Public relations · Qualitative research · Science education · Social science · Sociology · Sustainability · Career Development and Diversity · Education, Achievement, and Giftedness · Gender and Technology in Education · Psychology · Social Psychology