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This paper offers a synthesis on computing identity and the experiences of women and minoritized populations in computing and computer science in higher education. Examining computing identity and its role in the computing experiences of minoritized undergraduates can help us better understand ways to engage and support women and minoritized individuals in the computing field thus increasing participation and persistence of these groups in computing. In this article, we present a review of research literature on computing identity within the experiences of women and minoritized undergraduate students in computing. The research questions guiding this work are: (1) What research literature exists about computing identity?, (2) According to existing literature, what are the experiences of women and racially minoritized undergraduates in computing (e.g., persons who identify as Black, Hispanic/Latinx, Indigenous people)?, and (3) What theoretical frameworks are used to guide existing computing identity literature? Emergent themes include the need to focus on exposure to computing, persistence, career expectations, and engagement. While there is no consensus on a computer identity framework, there is research guided by social cognitive career theory, social identity theory, and practice theory. We conclude that computing identity, including its multiple conceptualizations, offers multiple opportunities for informing and broadening participation of minoritized populations in computing. Future research should include further conceptual exploration of computing identity.
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Disrupting a Cycle of Disciplinary Harm: Confronting Ghosts in Creative Computing Endeavors with Out of School Educators
In designing equity-oriented learning environments around computing, it is important to consider how educators are structurally set up to reinscribe injustice. This poster presents a study of six pre-service teachers that were supported to confront “disciplinary ghosts,” experiences of harm related to computing in order to heal and re-envision alternative possibilities. We use the hauntological processes from Yoon and Chen (2022) as the starting point of a design framework towards healing.
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- Award ID(s):
- 2005764
- PAR ID:
- 10542563
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 2497 to 2498
- Format(s):
- Medium: X
- Location:
- Buffalo, NY
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.22318/icls2024.637981
