Experiences of Undergraduate Women Participating in Computer Science and Factors Contributing to Their Persistence
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
1-10-2024
Abstract
Despite efforts to attract and retain women in the field of computer science (CS), there continues to be a disparity between women and men pursuing and persisting in college CS courses and degrees. This study examined the problem of women’s lack of persistence in the area of CS and seeks to learn more about their attitudes, perceptions, and confidence in the field. The purpose of this qualitative phenomenological research was to understand the factors that lead women to enroll in a CS course and their unique experiences in the course. Interviews were conducted with eight women college students who had completed at least one CS college course. Lent et al.’s (1994) social cognitive career theory (SCCT) was the lens through which this study was viewed. This theory guided design of the interview questions for the study related to participants’ prior experience, social support, self-efficacy, and outcome expectations. Their narratives provided understanding into the social and cultural circumstances that led them to enroll in a CS course and what contributed to their persistence. The researcher’s hope is that the data collected provided useful insight to program leaders involved in attracting and retaining women in this difficult-to-fill industry.
Advisor
Gilbert Naizer
Subject Categories
Computer Sciences | Physical Sciences and Mathematics
Recommended Citation
Byrnes, Julie, "Experiences of Undergraduate Women Participating in Computer Science and Factors Contributing to Their Persistence" (2024). Electronic Theses & Dissertations. 1124.
https://digitalcommons.tamuc.edu/etd/1124
