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1. The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing Identity

   https://doi.org/10.1145/3430665.3456362  

   Lunn, Stephanie; Ross, Monique; Hazari, Zahra; Weiss, Mark Allen; Georgiopoulos, Michael; Christensen, Kenneth (June 2021, ITiCSE '21: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education)

   null (Ed.)

   Increasingly companies assess a computing candidate's capabilities using technical interviews (TIs). Yet students struggle to code on demand, and there is already an insufficient amount of computing graduates to meet industry needs. Therefore, it is important to understand students' perceptions of TIs, and other professional experiences (e.g., computing jobs). We surveyed 740 undergraduate computing students at three universities to examine their experiences with the hiring process, as well as the impact of professional and cultural experiences (e.g., familial support) on computing identity. We considered the interactions between these experiences and social identity for groups underrepresented in computing - women, Black/African American, and Hispanic/Latinx students. Among other findings, we observed that students that did not have positive experiences with TIs had a reduced computing identity, but that facing discrimination during technical interviews had the opposite effect. Social support may play a role. Having friends in computing bolsters computing identity for Hispanic/Latinx students, as does a supportive home environment for women. Also, freelance computing jobs increase computing identity for Black/African American students. Our findings are intended to raise awareness of the best way for educators to help diverse groups of students to succeed, and to inform them of the experiences that may influence students' engagement, resilience, and computing identity development. 

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2. The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing Identity

   Lunn, S. (June 2021, Innovation and Technology in Computer Science Education (ITiCSE))

   null (Ed.)

   Increasingly companies assess a computing candidate’s capabilities using technical interviews (TIs). Yet students struggle to code on demand, and there is already an insufficient amount of computing graduates to meet industry needs. Therefore, it is important to understand students’ perceptions of TIs, and other professional experiences (e.g., computing jobs). We surveyed 740 undergraduate computing students at three universities to examine their experiences with the hiring process, as well as the impact of professional and cultural experiences (e.g., familial support) on computing identity. We considered the interactions between these experiences and social identity for groups underrepresented in computing —women, Black/African American, and Hispanic/Latinx students. Among other findings, we observed that students that did not have positive experiences with TIs had a reduced computing identity, but that facing discrimination during technical interviews had the opposite effect. Social support may play a role. Having friends in computing bolsters computing identity for Hispanic/Latinx students, as does a supportive home environment for women. Also, freelance computing jobs increase computing identity for Black/African American students. Our findings are intended to raise awareness of the best way for educators to help diverse groups of students to succeed, and to inform them of the experiences that may influence students’ engagement, resilience, and computing identity development. 

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3. How Do Educational Experiences Predict Computing Identity?

   https://doi.org/10.1145/3470653  

   Lunn, Stephanie; Ross, Monique; Hazari, Zahra; Weiss, Mark Allen; Georgiopoulos, Michael; Christensen, Kenneth (June 2022, ACM Transactions on Computing Education)

   Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing. 

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4. How Do Educational Experiences Predict Computing Identity?

   Lunn, Stephanie; Ross, Monique; Hazari, Zahara; Weiss, Mark; Georgiopoulos, Michael; Christensen, Ken (June 2022, ACM transactions on computing education)

   Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing. 

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5. Uneven Playing Field: Examining Preparation for Technical Interviews in Computing and the Role of Cultural Experiences

   Lunn, S. J. (July 2021, 2021 ASEE Virtual Annual Conference Content Access)

   null (Ed.)

   While starting a career may be challenging in any field, in computing the process tends to be aggravated by requirements of digital portfolios and technical interviews that necessitate coding extemporaneously. During the programming components, candidates are expected to offer a solution, while also giving consideration to the choice of algorithm and its time complexity. Although intended to assess the competency of the job applicants, the process is often more akin to a professional examination. Applicants are encouraged to prepare months, or even years before they begin looking for a position, an expectation that neglects to consider the obligations and responsibilities students already have. Moreover, this presumption can result in an unequal divide between those who have the time to commit, and those who are unable to do so. To examine students’ preparation for technical interviews and their own cultural experiences, we administered a survey at three metropolitan universities in Florida. Specifically, we utilized social cognitive career theory to examine: 1) Students' preparation practices for technical interviews; 2) The impact of cultural experiences on preparation time; and 3) The relationship between preparation and job attainment. To address these topics, we used descriptive statistics, Shapiro-Wilk tests, Wilcoxon rank-sum tests, and Kruskal-Wallis tests. We also applied the community cultural wealth model to interpret our results. We observed that, in our sample, White students began preparing earlier for technical interviews, spent more time preparing, and received more job offers than non-White students. Females also spent more hours preparing on average, and received more job offers than students that did not identify as female. However, female, Black/African American, and Hispanic/Latinx students were more likely to have cultural experiences that would impact their availability to prepare, including non-computing related jobs, caring for a family member, or ongoing health issues. While we do consider the support mechanisms students may leverage to overcome obstacles, in general, these results emphasize the larger issues in existing hiring structures, and demonstrate the importance of not treating students as a monolith. The findings from this work are intended to inform educators about how to better prepare students to succeed on technical interviews, and to encourage industry to reform the process to make it more equitable. 

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