COMPUGIRLS: Stepping Stone to Future Computer-Based Technology Pathways

Autor/inn/en	Lee, Jieun; Husman, Jenefer; Scott, Kimberly A.; Eggum-Wilkens, Natalie D.
Titel	COMPUGIRLS: Stepping Stone to Future Computer-Based Technology Pathways
Quelle	In: Journal of Educational Computing Research, 52 (2015) 2, S.199-223 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115571304
Schlagwörter	Females; Culturally Relevant Education; Self Control; Disproportionate Representation; Computer Science; Information Technology; Program Descriptions; Comparative Analysis; Statistical Analysis; Futures (of Society); Self Concept; STEM Education; Adolescents; Enrichment Activities; Mentors; Curriculum; Minority Group Students; Student Recruitment; Surveys; Academic Persistence; Questionnaires; Academic Achievement + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Selbstbeherrschung; Informatik; Informationstechnologie; Statistische Analyse; Future; Society; Zukunft; Selbstkonzept; STEM; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bereicherungsprogramm; Curricula; Lehrplan; Rahmenplan; Survey; Umfrage; Befragung; Fragebogen; Schulleistung
Abstract	The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of academic possible selves. The findings support that the COMPUGIRLS did not accelerate the program participants' academic possible selves. However, the program participants had a significantly higher growth rate in self-regulation than the comparison group. We argue that the higher growth rate of self-regulation could help the program participants achieve academic possible selves which is important for choosing technology career pathways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01