A Qualitative Investigation of African Americans' Decision to Pursue Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration

Autor/in	Charleston, LaVar J.
Titel	A Qualitative Investigation of African Americans' Decision to Pursue Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration
Quelle	In: Journal of Diversity in Higher Education, 5 (2012) 4, S.222-243 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0028918
Schlagwörter	Computers; African Americans; Grounded Theory; Career Choice; African American Students; Minority Group Students; Occupational Aspiration; STEM Education; Higher Education; Disproportionate Representation; Heuristics; Qualitative Research; Computer Science Education; Mentors; Academic Degrees + Suchen Sie Ihr Suchwort? Digitalrechner; Afroamerikaner; African Americans; Student; Students; Schüler; Schülerin; Studentin; Berufsneigung; Berufsziel; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Heuristik; Qualitative Forschung; Computer science lessons; Informatikunterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	According to Pearson (2002), minority groups are not well represented in science, technology, engineering, and mathematics (STEM) occupations. Among these underrepresented groups are African Americans. To ensure the economic vitality of the STEM workforce in the United States, it is imperative to broaden participation in STEM-related fields and computing sciences in particular (J. F. L. Jackson, Charleston, George, & Gilbert, in press; Moore, 2006; Pearson, 2002). Using the method of grounded theory, the author illuminates the experiences of African American computing aspirants at various levels of academic status (bachelor's, master's, and PhD levels). In doing so, this study identifies the key factors that contribute to study participants' successful pursuit of computing science degrees, thereby pointing toward implications for cultivating occupational choice and career aspirations. Study results include a heuristic model for broadening computing participation. (Contains 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10