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Title: If You Keep Putting in Effort, You Can Make It: Community Cultural Wealth in H.S.I.s
Underrepresentation of women and students of color in science, technology, engineering, and math is a national epidemic. The lack of socioeconomic, gender, and racial/ethnic diversity in computer science is particularly pronounced—only 11% of recent computing graduates were women, while Hispanics comprised only 7% of all Bachelor degree earners in the United States (AUTHORS, 2016). Students of color face isolation in higher education, particularly in STEM majors, lack mentors, role models, and advocates who resemble them, and often experience implicit bias that can put them at risk for poor performance in the classroom (Seymour & Hewitt, 1997; Steele, 1995, Tate & Linn, 2005). Yet underrepresented students persevere in adversity and do become successful professionals in STEM fields, despite the odds. This study aims to reflect an assets-based approach to the study of computer science undergraduates who persevere in the major at 6 public Hispanic-serving institutions (H.S.I.s), colleges and universities in which 25% of the enrolled student body identifies as Hispanic/Latinx. The social contexts of computer science and computer engineering departments at H.S.I.s are rich for the exploration of persistence because, like their students, H.S.I.s are often perceived as lacking in resources and prestige, yet these computing departments are struggling with growth as awareness of computing as a viable career option expands nationally (NASEM, 2018). The lower tuition and policies which make enrollment “open” to “less selective” provide access to students who may not typically have access to a 4 year degree, yet the institutions may lack financial resources needed to provide extensive student support services on par with predominantly white institutions (P.W.I.s). These settings are important contexts for studying persistence from a qualitative, socio cultural perspective that considers the strengths of students’ cultural and familial backgrounds rather than focusing on weaknesses and differences from the dominant culture (in the United States, that of white, middle class individuals). At the same time, our study can shed light on student-developed strategies to persevere in a demanding field of study.  more » « less
Award ID(s):
1834620 2137791
PAR ID:
10177154
Author(s) / Creator(s):
;
Date Published:
Journal Name:
American Educational Research Association (AERA) annual meeting
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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