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1. Understanding the Experiences that Contribute to the Inclusion of Underrepresented Groups in Computing

   https://doi.org/10.1109/FIE44824.2020.9274113  

   Kargarmoakhar, Maral ; Lunn, Stephanie ; Zahedi, Leila ; Ross, Monique ; Hazari, Zahra ; Weiss, Mark Allen ; Georgiopoulos, Michael ; Christensen, Ken ; Solis, Tiana ( October 2020 , 2020 IEEE Frontiers in Education Conference (FIE))

   null (Ed.)

   The lack of diversity in computing fields in the United States is a known issue. Students enter the computing fields with the intention of graduating; however, a large number leave and do not persist after enrolling, due to discrimination and biases. This particularly concerns groups already underrepresented in computing fields, such as women, Black/African American students, and Hispanic/Latinx students. However, there are various experiences that can make students feel more included or excluded in the field. Some of these experiences include internships, undergraduate research, capstone courses, and projects, etc. Drawing on Astin's I-E-O model and applying a random forest algorithm, we measure the feature importance of 14 distinct experiences on 1650 students' feelings of inclusivity in the computing field. We observe that there are gender and racial differences in terms of the opinions of computing fields' inclusivity. For example, tutoring experience, job offers, and job experience are considered some of the most important factors for female's perceived inclusiveness of women. However, men perceived women's inclusivity differently, based on the experiences they engaged in. We also looked at the perceived inclusiveness of computing fields for ethnically and racially underrepresented groups, such as Hispanic/Latinx students. Understanding the effect of different experiences on students of both genders with different races and ethnicities on the perceived inclusion could assist the computing community to provide more cohesive experiences that benefits all students and helps them to feel more welcome. 

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2. Understanding the Experiences that Contribute to the Inclusion of Underrepresented Groups in Computing

   Maral Kargarmoakhar, Stephanie Lunn ( October 2020 , 2020 IEEE Frontiers in Education Conference (FIE))

   null (Ed.)

   The lack of diversity in computing fields in the United States is a known issue. Students enter the computing fields with the intention of graduating; however, a large number leave and do not persist after enrolling, due to discrimination and biases. This particularly concerns groups already underrepresented in computing fields, such as women, Black/African American students, and Hispanic/Latinx students. However, there are various experiences that can make students feel more included or excluded in the field. Some of these experiences include internships, undergraduate research, capstone courses, and projects, etc. Drawing on Astin's I-E-O model and applying a random forest algorithm, we measure the feature importance of 14 distinct experiences on 1650 students' feelings of inclusivity in the computing field. We observe that there are gender and racial differences in terms of the opinions of computing fields' inclusivity. For example, tutoring experience, job offers, and job experience are considered some of the most important factors for female's perceived inclusiveness of women. However, men perceived women's inclusivity differently, based on the experiences they engaged in. We also looked at the perceived inclusiveness of computing fields for ethnically and racially underrepresented groups, such as Hispanic/Latinx students. Understanding the effect of different experiences on students of both genders with different races and ethnicities on the perceived inclusion could assist the computing community to provide more cohesive experiences that benefits all students and helps them to feel more welcome. 

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3. Understanding the Experiences that Contribute to the Inclusion of Underrepresented Groups in Computing

   Kargarmoakhar, M. ( October 2020 , IEEE Frontiers in Education)

   null (Ed.)

   The lack of diversity in computing fields in the United States is a known issue. Students enter the computing fields with the intention of graduating; however, a large number leave and do not persist after enrolling, due to discrimination and biases. This particularly concerns groups already underrepresented in computing fields, such as women, Black/African American students, and Hispanic/Latinx students. However, there are various experiences that can make students feel more included or excluded in the field. Some of these experiences include internships, undergraduate research, capstone courses, and projects, etc. Drawing on Astin’s I-E-O model and applying a random forest algorithm, we measure the feature importance of 14 distinct experiences on 1650 students’ feelings of inclusivity in the computing field. We observe that there are gender and racial differences in terms of the opinions of computing fields’ inclusivity. For example, tutoring experience, job offers, and job experience are considered some of the most important factors for female’s perceived inclusiveness of women. However, men perceived women’s inclusivity differently, based on the experiences they engaged in. We also looked at the perceived inclusiveness of computing fields for ethnically and racially underrepresented groups, such as Hispanic/Latinx students. Understanding the effect of different experiences on students of both genders with different races and ethnicities on the perceived inclusion could assist the computing community to provide more cohesive experiences that benefits all students and helps them to feel more welcome. 

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4. A Socio-ecological Imperative for Broadening Participation in Coastal and Estuarine Research and Management

   https://doi.org/10.1007/s12237-021-00944-z  

   Harris, L.A. ; Grayson, T. ; Neckles, H.A. ; Emrich, C.T. ; Lewis, K.A. ; Grimes, K.W. ; Williamson, S. ; Garza, C. ; Whitcraft, C.R. ; Pollack, J. Beseres ; et al ( May 2021 , Estuaries and Coasts)

   null (Ed.)

   Abstract For most of the scientific disciplines associated with coastal and estuarine research, workforce representation does not match the demographics of communities we serve, especially for Black, Hispanic or Latino, and Indigenous peoples. This essay provides an overview of this inequity and identifies how a scientific society can catalyze representational, structural, and interactional diversity to achieve greater inclusion. Needed changes go beyond representational diversity and require an intentional commitment to build capacity through inclusivity and community engagement by supporting anti-racist policies and actions. We want to realize a sense of belonging on the part of scientists in society at large and enable research pursuits through a lens of social justice in service of coastal communities. Minimally, this framework offers an avenue for increased recruitment of individuals from more diverse racial and ethnic identities. More broadly, the mechanisms described here aim to create a culture in scientific societies in which social justice, driven by anti-racist actions, produces systemic change in how members of scientific societies approach, discuss, and address issues of inequity. We have written this essay for members of the coastal and marine science community who are interested in change. We aim to call in new voices, allies, and champions to this work. 

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5. Building a Networked Improvement Community: Lessons in Organizing to Promote Diversity, Equity, and Inclusion in Science, Technology, Engineering, and Mathematics

   https://doi.org/10.3389/fpsyg.2021.732347  

   Noble, Chelsea E. ; Amey, Marilyn J. ; Colón, Luis A. ; Conroy, Jacqueline ; De Cheke Qualls, Anna ; Deonauth, Kamla ; Franke, Jeffrey ; Gardner, Alex ; Goldberg, Bennett ; Harding, Thelma ; et al ( November 2021 , Frontiers in Psychology)

   null (Ed.)

   In 2016, 10 universities launched a Networked Improvement Community (NIC) aimed at increasing the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations entering science, technology, engineering, and mathematics (STEM) faculty careers. NICs bring together stakeholders focused on a common goal to accelerate innovation through structured, ongoing intervention development, implementation, and refinement. We theorized a NIC organizational structure would aid understandings of a complex problem in different contexts and accelerate opportunities to develop and improve interventions to address the problem. A distinctive feature of this NIC is its diverse institutional composition of public and private, predominantly white institutions, a historically Black university, a Hispanic-serving institution, and land grant institutions located across eight states and Washington, DC, United States. NIC members hold different positions within their institutions and have access to varied levers of change. Among the many lessons learned through this community case study, analyzing and addressing failed strategies is as equally important to a healthy NIC as is sharing learning from successful interventions. We initially relied on pre-existing relationships and assumptions about how we would work together, rather than making explicit how the NIC would develop, establish norms, understand common processes, and manage changing relationships. We had varied understandings of the depth of campus differences, sometimes resulting in frustrations about the disparate progress on goals. NIC structures require significant engagement with the group, often more intensive than traditional multi-institution organizational structures. They require time to develop and ongoing maintenance in order to advance the work. We continue to reevaluate our model for leadership, climate, diversity, conflict resolution, engagement, decision-making, roles, and data, leading to increased investment in the success of all NIC institutions. Our NIC has evolved from the traditional NIC model to become the Center for the Integration of Research, Teaching and Learning (CIRTL) AGEP NIC model with five key characteristics: (1) A well-specified aim, (2) An understanding of systems, including a variety of contexts and different organizations, (3) A culture and practice of shared leadership and inclusivity, (4) The use of data reflecting different institutional contexts, and (5) The ability to accelerate infrastructure and interventions. We conclude with recommendations for those considering developing a NIC to promote diversity, equity, and inclusion efforts. 

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