TY - GEN
T1 - Examining the relationship between introductory computing course experiences, self-efficacy, and belonging among first-generation college women
AU - Blaney, Jennifer M.
AU - Stout, Jane G.
N1 - Funding Information:
CERP is sponsored by two grants from the National Science Foundation awarded to the Computing Research Association: CNS-1246649 and DUE-1431112. BRAID Research is funded by: The Anita Borg Institute (ABI), the National Science Foundation (NSF #1525737), the Computing Research Association, Facebook, Google, Microsoft, and Intel.
Publisher Copyright:
© 2017 ACM.
PY - 2017/3/8
Y1 - 2017/3/8
N2 - Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed.
AB - Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed.
KW - First-generation students
KW - Gender
KW - Introductory computing courses
KW - Self-efficacy
KW - Sense of belonging
KW - Undergraduate students
UR - http://www.scopus.com/inward/record.url?scp=85018260367&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018260367&partnerID=8YFLogxK
U2 - 10.1145/3017680.3017751
DO - 10.1145/3017680.3017751
M3 - Conference contribution
AN - SCOPUS:85018260367
T3 - Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE
SP - 69
EP - 74
BT - SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
PB - Association for Computing Machinery
T2 - 48th ACM SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2017
Y2 - 8 March 2017 through 11 March 2017
ER -