1. What factors impact students' sense of belonging?
Factors impacting students' sense of belonging include identity and background characteristics such as gender, race/ethnicity, first-generation status, and socioeconomic status. These factors have been investigated individually but not in aggregate form. Additionally, academic preparedness, prerequisite proficiency, and the social expectation of success (stereotype threat) also play a role. Research has shown that local interactions and social positions can impact students' sense of belonging and attrition factors, including opportunities for collaboration, access to instructors, and departmental and campus infrastructure supports. High DFW rates in introductory gateway computing courses correlate with high attrition rates, highlighting the importance of addressing these factors to reduce the equity gap between underrepresented students and their peers. Appropriate interventions such as High Impact Engagement Practices (HIEP) have shown promise in reducing this gap by acquiring quality information, establishing new practices, and removing systematic and societal barriers to success.
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2. How does sense of belonging impact STEM students?
A sense of belonging and growth mindset are crucial for retaining underrepresented STEM students. Equity-minded assessment of equity gaps and belonging factors has become the focus of many STEM programs to broaden access to computing for diverse students while reducing attrition. Studies have shown that a sense of belonging is correlated with passing rates and course performance, with stronger correlations in introductory courses. Women and students from underrepresented racial/ethnic groups may experience lower sense of belonging, but this does not necessarily lead to lower course performance. Further research is needed to understand the sense of belonging and its implications for equity in computing and decreasing attrition rates. Students' sense of belonging can be measured using a 6-point scale, with agreement indicating a complete sense of belonging. Significant differences in sense of belonging based on gender and race/ethnicity have been observed, with relatively few women and students of color reporting a complete sense of belonging compared to men and White students. Perceptions of belonging can remain stable or change over time, with some students experiencing improvement or decline in their sense of belonging.
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3. How does Imposter Phenomenon impact women in computing fields?
Imposter Phenomenon (IP) has been shown to significantly impact women identifying students' persistence in computing fields. Research indicates that early family dynamics and societal stereotypes contribute to the development of IP. Women are less confident in fields where cultural stereotypes suggest men are more competent. Studies by Hunt et al. revealed that women self-assess their computing ability lower than men and are less likely to make favorable comparative judgments about their knowledge relative to their classmates. Rosenstein et al. used the 20-question Clance IP Scale2 (CIPS) in a CS2 course, finding that 57% of students exhibited frequent feelings of IP, with a higher percentage of women (71%) experiencing it compared to men (52%). The negative feelings associated with IP and stereotype threat impact retention and attrition rates. Therefore, understanding students' perceptions of societal expectations of success is crucial in addressing IP and stereotype threat in computing fields.
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4. What factors influence sense of belonging in computing course?
The study investigates influential factors affecting students' sense of belonging in a computing assembly course. It focuses on programming and mathematics preparation, social expectations of success, and academic performance measured through final course grades. By analyzing these factors, the research aims to understand the dynamics within the gateway course and how they impact students' sense of belonging. The study also examines how this sense of belonging varies by gender and race/ethnicity, providing insights into equity gaps in the field of computing. The findings from this research can inform equity-minded curriculum design, ultimately increasing diversity in computing and reducing attrition rates in STEM fields.
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