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Title: Diversifying STEM pathways: A look into upward transfer students’ sense of belonging in computing
Abstract

This article discusses transfer pathways to Science, Technology, Engineering, and Mathematics (STEM) degrees and highlights ways in which existing literature on equity in STEM fails to represent transfer student experiences, limiting opportunities to support transfer students and diversify STEM programs. More specifically, we synthesize findings across research studies—focusing closely on recent studies of disparities in students’ sense of belonging in computing—to make a case that existing research on equity in computing is not generalizable to students following upward transfer pathways to their computing degree. Implications for centering upward transfer students’ experiences in future research and practice are discussed.

 
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PAR ID:
10364513
Author(s) / Creator(s):
 ;  ;  
Publisher / Repository:
Wiley Blackwell (John Wiley & Sons)
Date Published:
Journal Name:
New Directions for Community Colleges
Volume:
2022
Issue:
198
ISSN:
0194-3081
Page Range / eLocation ID:
p. 63-75
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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