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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. 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. Engaging STEM Transformational Experiences for Early Momentum (ESTEEM)

   Yahdi, Mohammed ; Bracey, Zoe Buck ( November 2019 , National Science Foundation -  Hispanic-Serving Institutions (HSI) Program Principal Investigator (PI) Meeting, November 2019.)

   Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparation and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes. New Knowledge (e.g., hypothesis, research questions) Research indicates that REU/internship experiences can be particularly powerful for students from Latinx and underrepresented groups in STEM. However, those experiences are difficult to access for many HSI-community college students (85% of our students hold off-campus jobs), and lack of confidence is a barrier for a majority of our students. The gap between those who can and those who cannot is the “internship access gap.” This project is at a central California Community College (CCC) and HSI, the only affordable post-secondary option in a region serving a historically underrepresented population in STEM, including 75% Hispanic, and 87% have not completed college. MI is designed to reduce inequalities inherent in the internship paradigm by providing access to professional and research skills for those underserved students. The MI has been designed to reduce barriers by offering: shorter duration (25 contact hours); flexible timing (one week to once a week over many weeks); open access/large group; and proximal location (on-campus). MI mentors participate in week-long summer workshops and ongoing monthly community of practice with the goal of co-constructing a shared vision, engaging in conversations about pedagogy and learning, and sustaining the MI program going forward. Approach (e.g., objectives/specific aims, research methodologies, and analysis) Research Question and Methodology: We want to know: How does participation in a micro-internship affect students’ interest and confidence to pursue STEM? We used a mixed-methods design triangulating quantitative Likert-style survey data with interpretive coding of open-responses to reveal themes in students’ motivations, attitudes toward STEM, and confidence. Participants: The study sampled students enrolled either part-time or full-time at the community college. Although each MI was classified within STEM, they were open to any interested student in any major. Demographically, participants self-identified as 70% Hispanic/Latinx, 13% Mixed-Race, and 42 female. Instrument: Student surveys were developed from two previously validated instruments that examine the impact of the MI intervention on student interest in STEM careers and pursuing internships/REUs. Also, the pre- and post (every e months to assess longitudinal outcomes) -surveys included relevant open response prompts. The surveys collected students’ demographics; interest, confidence, and motivation in pursuing a career in STEM; perceived obstacles; and past experiences with internships and MIs. 171 students responded to the pre-survey at the time of submission. Outcomes (e.g., preliminary findings, accomplishments to date) Because we just finished year 1, we lack at this time longitudinal data to reveal if student confidence is maintained over time and whether or not students are more likely to (i) enroll in more internships, (ii) transfer to a four-year university, or (iii) shorten the time it takes for degree attainment. For short term outcomes, students significantly Increased their confidence to continue pursuing opportunities to develop within the STEM pipeline, including full-length internships, completing STEM degrees, and applying for jobs in STEM. For example, using a 2-tailed t-test we compared means before and after the MI experience. 15 out of 16 questions that showed improvement in scores were related to student confidence to pursue STEM or perceived enjoyment of a STEM career. Finding from the free-response questions, showed that the majority of students reported enrolling in the MI to gain knowledge and experience. After the MI, 66% of students reported having gained valuable knowledge and experience, and 35% of students spoke about gaining confidence and/or momentum to pursue STEM as a career. Broader Impacts (e.g., the participation of underrepresented minorities in STEM; development of a diverse STEM workforce, enhanced infrastructure for research and education) The ESTEEM project has the potential for a transformational impact on STEM undergraduate education’s access and success for underrepresented and Latinx community college students, as well as for STEM capacity building at Hartnell College, a CCC and HSI, for students, faculty, professionals, and processes that foster research in STEM and education. Through sharing and transfer abilities of the ESTEEM model to similar institutions, the project has the potential to change the way students are served at an early and critical stage of their higher education experience at CCC, where one in every five community college student in the nation attends a CCC, over 67% of CCC students identify themselves with ethnic backgrounds that are not White, and 40 to 50% of University of California and California State University graduates in STEM started at a CCC, thus making it a key leverage point for recruiting and retaining a more diverse STEM workforce. 

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