RETAINING TOMORROW'S SCIENTISTS: EXPLORING THE FACTORS THAT KEEP MALE AND FEMALE COLLEGE STUDENTS INTERESTED IN SCIENCE CAREERS
In: Journal of women and minorities in science and engineering, Band 1, Heft 1, S. 45-61
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In: Journal of women and minorities in science and engineering, Band 1, Heft 1, S. 45-61
In: Journal of women and minorities in science and engineering, Band 1, Heft 4, S. 291-307
In: Journal of vocational behavior, Band 68, Heft 1, S. 52-63
ISSN: 1095-9084
In: Journal of women and minorities in science and engineering, Band 17, Heft 4, S. 325-355
In: Journal of women and minorities in science and engineering, Band 13, Heft 2, S. 145-163
In: Journal of women and minorities in science and engineering, Band 20, Heft 2, S. 127-148
In: Journal of women and minorities in science and engineering, Band 24, Heft 4, S. 291-324
In: Journal of women and minorities in science and engineering, Band 29, Heft 3, S. 1-24
A qualitative, phenomenological approach was used in this study to examine how undergraduate Latina students in computing leveraged community cultural wealth (CCW) to succeed in college. Preliminary findings suggest that students leveraged familial, navigational, and resistant capital to succeed in higher education computing spaces. Latina students derived valuable knowledge and skills from their families that they translated into their computing spaces, including content and industry knowledge, traits such as confidence and self-efficacy, and assistance with educational logistics. Students utilized family relationships, online academic resources, classroom peers, student organizations, and campus offices to navigate the challenges they encountered. Students also resisted marginalization in both internal (e.g., individual persistence) and external (e.g., speaking up against injustice) ways to benefit themselves and support future Latina students entering computing fields. Specifically, students leveraged their positions within identity-based student organizations and the larger computing field to mentor and serve as role models. This study suggests that scholars and practitioners might support Latina students by broadening their view of support networks, closing gaps in the computing curriculum, involving family, and acknowledging and removing burdens on minoritized students.
In: Journal of women and minorities in science and engineering, Band 26, Heft 4, S. 325-356
In: Journal of women and minorities in science and engineering, Band 23, Heft 2, S. 101-119
In: Social Sciences: open access journal, Band 7, Heft 8, S. 122
ISSN: 2076-0760
This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women.