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Supporting women's persistence in computing and technology: A case for compulsory critical coding?

机译：支持女性在计算和技术方面的持久性：强制性临界编码的情况？

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摘要

Purpose - This paper aims to investigate what factors influence women's meaningful and equitable persistence in computing and technology fields. It draws on theories of learning and equity from the learning sciences to inform the understanding of women's underrepresentation in computing as it investigates young women who showed an interest in computing in high school and followed-up with them in their college and careers. Design/methodology/approach - The mixed-methods approach compares data from quantitative surveys and qualitative focus groups and interviews. The sample comes from database of 1,500 young women who expressed interest in computing by applying for an award for high schoolers. These women were surveyed in 2013 and then again in 2016, with 511 women identifying themselves as high schoolers in 2013 and then having graduated and pursued college or careers in the second survey. The authors also conducted qualitative interviews and focus groups with 90 women from the same sample. Findings - The findings show that multiple factors influence women's persistence in computing, but the best predictor of women's persistence is access to early computing and programming opportunities. However, access and opportunities must be evaluated within broader social and contextual factors. Research limitations/implications - The main limitation is that the authors measure women's persistence in computing according to their chosen major or profession. This study does not measure the impact of computational thinking in women's everyday lives. Practical implications - Educators and policymakers should consider efforts to make Computer Science-for-All a reality. Originality/value - Few longitudinal studies of a large sample of women exist that follow women interested in computing from high school into college and careers particularly from a critical educational equity perspective.
机译：目的 - 本文旨在调查哪些因素影响妇女在计算和技术领域的有意义和公平的持久性。它借鉴了学习科学的学习和公平理论，以了解妇女在计算中的持代表性的理解，因为它调查了对高中计算有兴趣并在学院和职业中随访的年轻女性。设计/方法/方法 - 混合方法方法将数据与定量调查和定性焦点组和访谈进行了比较。该样本来自1,500名年轻女性的数据库，通过申请高级学家奖励表达了对计算的兴趣。这些妇女在2013年调查，然后在2016年再次调查，511名妇女在2013年将自己视为高中家，然后在第二次调查中毕业并追求大学或职业。作者还通过同一样本进行了定性访谈和重点群体，其中90名女性。调查结果表明，多种因素会影响女性在计算中的持久性，但妇女持久性的最佳预测因子是获得早期计算和编程机会。但是，必须在更广泛的社会和背景因素内进行评估访问和机会。研究限制/影响 - 主要限制是根据他们所选择的专业或专业衡量妇女在计算中的持久性。本研究不衡量计算思维在女性日常生活中的影响。实际意义 - 教育工作者和政策制定者应考虑努力使计算机科学成为所有现实。原创性/值 - 少数妇女的少数纵向研究存在，遵循对大学和职业感兴趣的妇女，特别是从批判性教育公平的角度来看。

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  • 来源
    《New library world》 |2019年第6期|366-382|共17页
  • 作者

    Joanna Weidler-Lewis; Wendy DuBow; Alexis Kaminsky; Tim Weston;

  • 作者单位

    Krause Innovation Studio The Pennsylvania State University University Park Pennsylvania USA;

    National Center for Women and Information Technology University of Colorado Boulder Boulder Colorado USA;

    Department of Consulting Kaminsky Consulting LLC Albuquerque New Mexico USA and;

    Alliance for Technology Learning and Society University of Colorado Boulder Boulder Colorado USA;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    Equity; STEM; Computing; Mixed-methods; Women; CS-for-All.;

    机译：公平;干;计算;混合方法;女性;cs-for-all。;

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