Home
Resource
Undergraduate women of color in computer science: how social and academic experiences shape sense of belonging
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(800.33 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Hernandez, Corina. Undergraduate women of color in computer science: how social and academic experiences shape sense of belonging. Retrieved from https://doi.org/doi:10.7282/t3-h7md-fs55

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleUndergraduate women of color in computer science: how social and academic experiences shape sense of belonging
NameHernandez, Corina (author); Rubin, Beth (chair); Cozzens, Margaret (member); Bowe, Norma (member); Rutgers University; Graduate School of Education
Date Created2023
Other Date2023-05 (degree)
SubjectEducational administration, Computer science, Gender studies, Computer science, Diversity in STEM, Education, Gender gap, Racial gap, Sense of belonging
Extent99 pages : illustrations
DescriptionWhile significant advancements in Science, Technology, Engineering, and Mathematics (STEM) are at the forefront of society, there continues to be a considerable gender and racial gap in the advancement of women of color in these fields (Espinosa, 2011; Ong et al., 2011; Shein, 2018). Low completion rates are even greater when looking at Black and Latina women in computer science (CS). This phenomenological study examined how the academic and social experiences of nine Black and Latina women computer science students shaped their journeys and sense of belonging as developing computer scientists. This study drew upon two interviews and journal entries to unpack how this group of women of color is experiencing their journeys through CS at Rutgers. I used Critical Race Theory (CRT) and Strayhorn’s (2012, 2018) model for sense of belonging for STEM students as frameworks for interpreting the experiences of women of color and what may lead to attrition or unwelcome environments. The findings of this study depict an isolating experience for Black and Latina students in CS. These students faced racist and sexist comments from their peers, which deeply impacted their ability to feel connected. They were conscious of their status as the “only one,” which hindered their ability to develop a sense of belonging. To counteract these feelings, many of the participants found solace in women-centric programming, including a Computer Science Living-Learning Community. Some critical recommendations include funding women-centric intervention programs, implementing inclusive hiring practices to hire more women in CS leadership positions, and building a working group of faculty and staff to examine the issues in the local context. The paper begins with the statement of the problem and social context. Next, I review relevant literature that examines the lack of women of color in STEM and CS. Following the literature review, I describe the methods and findings. Finally, I conclude with implications and limitations.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-h7md-fs55
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024