Building Bridges in STEM Education
Minoritized Secondary School Student Computer Science Pathways and Experiences
Bibliographic Data
| ID | 22041904 |
|---|---|
| Authors | Bodunrin O Banwo (0000-0001-5865-1218, University of Massachusetts Boston, corresponding author), Lizette Navarrete-Burks (0000-0003-0175-1087, University of Houston - Downtown), Steven McGee (0000-0001-9194-619X, The Technology Partnership (United States)), Randi McGee‐Tekula (The Technology Partnership (United States)), Randi McGee-Tekula (The Learning Partnership, Chicago, IL 60603, USA) |
| Year | 2024 |
| Volume | 14 |
| Issue | 8 |
| Pages | 831 |
| Publication date | 2024-07-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14080831 |
| OpenAlex | W4401175166 |
| Language | EN |
| References cited | 42 |
The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study’s outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups
Academic achievement · Career Pathways · Ethnic group · Grounded theory · Mathematics education · Medical education · Mentorship · Pedagogy · Qualitative research · Sociology · Student achievement · Underrepresented Minority · Career Development and Diversity · Gender and Technology in Education · Medicine · Psychology · Teaching and Learning Programming
Planning Early for Careers in Science
Pipelines and Pathways
Elaborating Funds of Knowledge
Pipeline persistence
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
Effects of School Racial Composition on K–12 Mathematics Outcomes
Women of Color Leveraging Community Cultural Wealth to Persist in Computing and Tech Graduate Education
Exploring the Intersectional Development of Computer Science Identities in Young Latinas
All Roads Lead to Computing
Stuck in the Shallow End
The Nature, Patterns and Consequences of Technology-Facilitated Domestic Abuse
Identity Theory and Social Identity Theory
Strategies for monitoring mentoring relationship quality to predict early program dropout
In Pursuit of Meaningful Relationships
Becoming a scientist
Toward a Theory of Culturally Relevant Pedagogy
Understanding the science experiences of successful women of color
An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring
Preparing for Culturally Responsive Teaching
Racial Mismatch in the Classroom
A Community within a Community
Combined Racial and Gender Differences in the Long-Term Predictive Role of Education on Depressive Symptoms and Chronic Medical Conditions
| Citation velocity | historical |
|---|---|
| Highly cited | No |