Crossing the Bridge to STEM: Retaining Women Students in an Online CS Conversion Program

Autor/inn/en	Hsu, Hui Ching Kayla; Memon, Nasir D.
Titel	Crossing the Bridge to STEM: Retaining Women Students in an Online CS Conversion Program
Quelle	In: ACM Transactions on Computing Education, 21 (2021) 2, Artikel 11 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Computer Science Education; STEM Education; Females; Transitional Programs; Educational Attainment; College Students; Masters Programs; Gender Differences; Self Determination + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; STEM; Weibliches Geschlecht; Bildungsabschluss; Bildungsgut; Collegestudent; Magister course; Magisterstudiengang; Geschlechterkonflikt; Selbstbestimmung
Abstract	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. The results indicated that female students have a higher tendency to not complete the program. However, female students who completed the program and enrolled in a graduate school have as much potential to do well in the MS program as their male cohorts do. The second part of the study comprised a survey of students who completed or did not complete the program and interviews with women students. Grounded in self-determination theory (SDT), the results showed that strategies are needed to enhance women students' perceived competence and relatedness in the program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01