Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Caroline D. Hardin
Hackathons, the time-bound collaborative project-based computer science competitions increasingly popular with computer science students, are one of the largest-scale innovations in computing education of the past decade. This research examined three hackathons and 46,500 surveys to find that educational benefits were unequal between genders in ways that would especially impact women returning to the workforce. PubDate: Thu, 13 May 2021 00:00:00 GMT
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Hyunjin Seo, Darcey Altschwager, Baek-young Choi, Sejun Song, Hannah Britton, Megha Ramaswamy, Bernard Schuster, Marilyn Ault, Kaushik Ayinala, Rafida Zaman, Ben Tihen, Lohitha Yenugu
As society increasingly relies on digital technologies in many different aspects, those who lack relevant access and skills are lagging increasingly behind. Among the underserved groups disproportionately affected by the digital divide are women who are transitioning from incarceration and seeking to reenter the workforce outside the carceral system (women-in-transition). Women-in-transition rarely have been exposed to sound technology education, as they have generally been isolated from the digital environment while in incarceration. Furthermore, while women have become the fastest-growing segment of the incarcerated population in the United States in recent decades, prison education and reentry programs are still not well adjusted for them. PubDate: Thu, 13 May 2021 00:00:00 GMT
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Stephanie Lunn, Leila Zahedi, Monique Ross, Matthew Ohland
Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. PubDate: Tue, 23 Mar 2021 00:00:00 GMT
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Louise Ann Lyon, Chelsea Clayton
Female-focused, grassroots communities purporting to help women learn to code are popping up in a variety of settings, indicating the motivation on the part of the participants to evade male-dominated settings while learning. However, little is known about how these groups function as an activity system. With current technology enabling the forming of virtual communities and the meteoric rise in use of the Salesforce CRM (customer relationship management) platform, a group of women have formed a coaching and learning community designed to help women move from Salesforce administrators to software developers through learning to code. We used activity systems analysis (ASA) to investigate this real-world instance of the larger phenomenon using an ethnographic approach. PubDate: Tue, 23 Mar 2021 00:00:00 GMT
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Joslenne Peña, Benjamin V. Hanrahan, Mary Beth Rosson, Carmen Cole
Many initiatives have focused on attracting girls and young women (K-12 or college) to computer science education. However, professional women who never learned to program have been largely ignored, despite the fact that such individuals may have many opportunities to benefit from enhanced skills and attitudes about computer programming. To provide a convenient learning space for this population, we created and evaluated the impacts of a nine-week web development workshop that was carefully designed to be both comfortable and engaging for this population. PubDate: Tue, 09 Mar 2021 00:00:00 GMT
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Abstract: Hui-Ching Kayla Hsu, Nasir Memon
The necessity for a steady STEM workforce has prompted academia to develop strategies to encourage people of diverse backgrounds to enter the STEM fields. A bridge program, also known as a conversion program, offers alternative pathways for individuals who have no prior computing education to receive the education that can help in developing their careers or acquiring a graduate-level degree in the computer science fields. This mixed-methods study consisted of two parts. First, an online post-baccalaureate bridge program was evaluated, with a focus on students’ performance. Factors for analysis included gender, prior major, and the length of the program, any or all of which might play a role in students’ unsuccessful attempts to complete the program. PubDate: Fri, 12 Feb 2021 00:00:00 GMT
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Louise Ann Lyon, Emily Green
College-educated women in the workforce are discovering a latent interest in and aptitude for computing motivated by the prevalence of computing as an integral part of jobs in many fields as well as continued headlines about the number of unfilled, highly paid computing jobs. One of these women's choices for retraining are the so-called coding boot camps that teach programming skills through intensive multi-week courses. This article reports on a qualitative research study focused on the Silicon Valley area of California. We used social cognitive career theory (SCCT) to investigate the larger context surrounding women entering computing professions through boot camp learning sites, including: the environment of a booming technology workforce, boot camps as learning settings, the characteristics of women who attend boot camps, how retraining at a coding boot camp influence women's computing self-efficacy and outcome expectations, and the performance attainments of women at boot camps. PubDate: Fri, 12 Feb 2021 00:00:00 GMT
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