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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. 

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. 

This study was designed to compare salary implications and employability of students who graduated with a Bachelor of Arts in Computer Science (BACS) – primarily distinguished by the removal of calculus and physics requirements from the traditional computer science curriculum versus those that graduated with a Bachelor of Science in Computer Science (BSCS). Given the numerous studies that identify gateway courses like calculus and physics as impediments to students’ persistence in engineering and computer science AND their impact on women and people of color, the removal of this barrier has incredible potential for broadening participation in computing. One university’s first cohort of BACS graduates (spring 2020) furnished a unique opportunity to compare student’s self-reported employment and salary information to their BSCS peers. The study consisted of institutional data and a survey targeting spring 2020, summer 2020, fall 2020 graduates from computer science, with data from n=134 recent graduates (BA n= 45, BS n=89). Preliminary results indicate there are no statistical significance in enrollment on the basis of gender nor job attainment; however, there is a statistical significance in enrollment on the basis of race/ethnicity and pay. The results of this work could either serve as a cautionary tale for institutions considering similar programs OR it could serve as the basis for a deeper, more critical review of the requirements currently in place in BSCS programs, nationally. Are calculus and physics courses required for prosperity in computing or are they simply a barrier to equity? 

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. 

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. 

The number of female students in computing fields remain low despite the millions of dollars spent on research for attracting more female students. In order to attract more female students to these male dominated fields, we first have to understand in which educational years we are losing female students. For the purpose of this study, we utilized the data from [title blinded for anonymity] an NSF funded study. Approximately, 1650 students from three large public universities in Florida participated in this survey. The survey contained 39 questions around identity, field of study, as well as fields they wanted to pursue during middle school, high school, and college. The responses gathered through the Qualtrics survey system were analyzed in R by the research team. The research questions that guided this study were: (1) To what extent are female students interested in computing related fields at middle school, the beginning of high school, and the beginning of college? (2) How have these occupational pursuits changed over time? Do they differ for gender? The results of the study indicated a majority of female students that were attracted to the computing fields during middle school remained in those fields during high school and college years. However, there was no significant flow from other majors to the computing fields observed during the different educational years. 

The participation of female students in STEM majors, particularly computing and engineering, has remained low. In this study, our goal is to understand the most important factors influencing female students towards computing majors. We studied the impact of family and friends on four different racial groups including White, Black, Hispanic, and Asian students who chose computing majors (n=1650). The results of the study indicated friends had a positive significant role on White female students’ major decisions. 

The participation of female students in STEM majors, particularly computing and engineering, has remained low. In this study, our goal is to understand the most important factors influencing female students towards computing majors. We studied the impact of family and friends on four different racial groups including White, Black, Hispanic, and Asian students who chose computing majors (n=1650). The results of the study indicated friends had a positive significant role on White female students’ major decisions. 

Despite the projected growth of computer and information technology occupations, many computing students fail to graduate. Studying students’ self-beliefs is one way to understand persistence in a school setting. This paper explores how students' disciplinary identity subconstructs including competence/performance, recognition, interest, and sense of belonging contribute to academic persistence. A survey of 1,640 students as part of an NSF grant was conducted at three South Florida metropolitan public universities. A quantitative analysis was performed which included a structural equation model (SEM) and a multigroup SEM. The study examined different groups of students such as male versus female, and freshman versus senior students. Results suggest identity sub-constructs contribute differently to academic persistence among freshman and senior students; however, no significant differences were found between male and female students. The findings, such as the significance of particular aspects of computing identity on academic persistence, can have implications for educators and college administration.