Undergraduate Women of Color in Computer Science: How Social and Academic Experiences Shape Sense of Belonging

Autor/in	Hernandez, Corina
Titel	Undergraduate Women of Color in Computer Science: How Social and Academic Experiences Shape Sense of Belonging
Quelle	(2023), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Rutgers, The State University of New Jersey, School of Graduate Studies
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3757-9
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Gender Differences; Racial Differences; Disproportionate Representation; African American Students; Hispanic American Students; Females; Womens Education; Student Experience; Computer Science Education; Racism; Gender Bias; Educational Environment; Coping + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Studienerfahrung; Computer science lessons; Informatikunterricht; Rassismus; Geschlechterstereotyp; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bewältigung
Abstract	While significant advancements in Science, Technology, Engineering, and Mathematics (STEM) are at the forefront of society, there continues to be a considerable gender and racial gap in the advancement of women of color in these fields (Espinosa, 2011; Ong et al., 2011; Shein, 2018). Low completion rates are even greater when looking at Black and Latina women in computer science (CS). This phenomenological study examined how the academic and social experiences of nine Black and Latina women computer science students shaped their journeys and sense of belonging as developing computer scientists. This study drew upon two interviews and journal entries to unpack how this group of women of color is experiencing their journeys through CS at Rutgers. I used Critical Race Theory (CRT) and Strayhorn's (2012, 2018) model for sense of belonging for STEM students as frameworks for interpreting the experiences of women of color and what may lead to attrition or unwelcome environments. The findings of this study depict an isolating experience for Black and Latina students in CS. These students faced racist and sexist comments from their peers, which deeply impacted their ability to feel connected. They were conscious of their status as the "only one," which hindered their ability to develop a sense of belonging. To counteract these feelings, many of the participants found solace in women-centric programming, including a Computer Science Living-Learning Community. Some critical recommendations include funding women-centric intervention programs, implementing inclusive hiring practices to hire more women in CS leadership positions, and building a working group of faculty and staff to examine the issues in the local context. The paper begins with the statement of the problem and social context. Next, I review relevant literature that examines the lack of women of color in STEM and CS. Following the literature review, I describe the methods and findings. Finally, I conclude with implications and limitations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01