Why Computing? Motivations and Mathematics to Pursue Postsecondary CIS Education

Autor/in	Perry, Anthony M.
Titel	Why Computing? Motivations and Mathematics to Pursue Postsecondary CIS Education
Quelle	In: Journal of Research in Technical Careers, 6 (2022) 1, S.12-28 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Postsecondary Education; Computer Science Education; Diversity; High School Students; Student Motivation; Labor Market; School Choice; Technical Occupations; Socioeconomic Status; Parent Background; Career Pathways; Longitudinal Studies; Mathematics; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Computer science lessons; Informatikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Labour market; Arbeitsmarkt; Choice of school; Schulwahl; Technical occupation; Technischer Beruf; Socio-economic status; Sozioökonomischer Status; Elternhaus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik
Abstract	Computing and information sciences (CIS) careers in the United States are expected to grow faster than the average occupation between 2019 and 2029 and educational requirements for these positions span subbaccalaureate and baccalaureate degrees. Despite secondary curricular interventions, the population of people who pursue CIS pathways are not diverse by race, ethnicity, socioeconomic status, or gender. This study applies situated expectancy-value theory to investigate the motivational factors which influence the decision to pursue postsecondary CIS degree programs for students in the High School Longitudinal Study of 2009 (n = 18,730). Prior CIS experiences are associated with increased odds of declaring subbaccalaureate and baccalaureate CIS within three years of high school, but several math-related factors are associated only with pursuing baccalaureate CIS. These results have implications for designing interventions that encourage more students to pursue computing careers and understanding why students choose between two postsecondary educational paths. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01