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Community College Men and Women: A Test of Three Widely Held Beliefs About Who Pursues Computer Science.

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Title: Community College Men and Women: A Test of Three Widely Held Beliefs About Who Pursues Computer Science.
Authors: Denner, Jill1 jilld@etr.org, Werner, Linda2, O'Connor, Lisa1, Glassman, Jill1
Source: Community College Review. Oct2014, Vol. 42 Issue 4, p342-362. 21p.
Subject Terms: *Computer science, *Teacher-student communication, *School dropout prevention, *Education of men, *Women's education
Abstract: Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at 4-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming. [ABSTRACT FROM AUTHOR]
Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Community+College+Review%22">Community College Review</searchLink>. Oct2014, Vol. 42 Issue 4, p342-362. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+science%22">Computer science</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+men%22">Education of men</searchLink><br />*<searchLink fieldCode="DE" term="%22Women's+education%22">Women's education</searchLink>
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  Data: Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at 4-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/0091552114535624
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      – SubjectFull: School dropout prevention
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              Text: Oct2014
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