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Prior work on adolescent interest development shows that mentorship can promote interest in a subject while reshaping beliefs about the subject. To what extent do these same effects occur in computing, where interest and beliefs have traditionally been negative? We conducted two studies of the Puget Sound region in the United States, surveying and teaching 57 diverse adolescents with interests in computing. In the first study, we found that interest in computing was strongly related to having a mentoring relationship and not to gender or socioeconomic status. Teens with mentors also engaged in significantly more computing education and had more diverse beliefs about peers who engaged in computing education. The second study reinforced this finding, showing that teens who took a class from an instructor who aimed to become students' teacher-mentor had significantly greater positive changes in interest in computing than those who already had a mentor. These findings, while correlational, suggest that mentors can play a key role in promoting adolescent interest in computing.
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Informal Mentoring of Adolescents about Computing: Relationships, Roles, Qualities, and Impact
Influencing adolescent interest in computing is key to engaging diverse teens in computer science learning. Prior work suggests that informal mentorship may be a powerful way to trigger and maintain interest in computing, but we still know little about how mentoring relationships form, how mentors trigger and maintain interest, or what qualities adolescents value in informal mentors. In a 3-week career exploration class with 18 teens from underrepresented groups, we had students write extensively about their informal computing mentors. In analyzing their writing, we found that most teens had informal computing mentors, that mentors were typically teachers, friends, and older siblings (and not parents or school counselors), and that what teens desired most were informal mentors that were patient, helpful, inspiring, and knowledgeable. These findings suggest that computing mentors can come in many forms, that they must be patient, helpful, and inspiring, but that they also require content knowledge about computing to be meaningful. Future work might explore what knowledge of computing is sufficient to empower teachers, parents, peers, and family to be effective computing mentors.
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- Award ID(s):
- 1735123
- PAR ID:
- 10107746
- Date Published:
- Journal Name:
- ACM Technical Symposium on Computer Science Education
- Page Range / eLocation ID:
- 598 to 603
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3159450.3159475
