Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence

Autor/inn/en	Susan R. Fisk; Brittany Watts; Courtney Dress; Charlotte Lee; Audrey Rorrer; Tom McKlin; Tiffany Barnes; Jamie Payton
Titel	Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence
Quelle	In: ACM Transactions on Computing Education, 24 (2024) 2, Artikel 25Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Females; Disproportionate Representation; Intervention; African American Students; School Holding Power; Intention; Academic Persistence; Student Needs; Computer Science Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht
Abstract	Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women in computing, since samples of computing students typically contain too few Black women for robust statistical analysis. Using about a decade of student survey responses from an National Science Foundation--funded Broadening Participation in Computing alliance, we use regression analyses to quantitatively examine the connection between different types of interventions and Black women's intentions to persist in computing and how this compares to other students (specifically, Black men, white women, and white men). This comparison allows us to quantitatively explore how Black women's needs are both distinct from--and similar to--other students. We find that career awareness and faculty mentorship are the two interventions that have a statistically significant, positive correlation with Black women's computing persistence intentions. No evidence was found that increasing confidence or developing skills/knowledge was correlated with Black women's computing persistence intentions, which we posit is because Black women must be highly committed and confident to pursue computing in college. Last, our results suggest that many efforts to increase the number of women in computing are focused on meeting the needs of white women. While further analyses are needed to fully understand the impact of complex intersectional identities in computing, this large-scale quantitative analysis contributes to our understanding of the nuances of Black women's needs in computing. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06