Abstract
While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.
Highlights
Given the dramatic growth of the computer and technology industries over the past decades, it should come as no surprise that an estimated 1.24 million new computer occupations are expected to be available by the decade’s end (Bureau of Labor Statistics, 2013)
The reverse is true for the third component of engagement: both male and female students report feeling less skilled in computer science (CS) than in non-CS academic activities
This study uses the Experience Sampling Method (ESM) to determine how male and female students at two different postsecondary institutions experience engagement in academic settings and how that engagement affects their persistence in pursuing a computer science degree
Summary
Given the dramatic growth of the computer and technology industries over the past decades, it should come as no surprise that an estimated 1.24 million new computer occupations are expected to be available by the decade’s end (Bureau of Labor Statistics, 2013). This is nearly double the rate of job growth projected across all occupational sectors. A federal “Computer Science for All” initiated by President Obama has proposed $4 billion dollars in funding for enhancements in P-12 computer science education, including the training of students and teachers
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