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Changing Attitudes About Computing Science at Historically Black Colleges and Universities: Benefits of an Intervention Program Designed for Undergraduates
Abstract
The African American Researchers in Computing Sciences (AARCS) program aims to broaden the participation of African Americans
from historically Black colleges and universities in the computing sciences at the faculty and research scientist levels.
The AARCS program serves as a model that can be incorporated into larger programmatic endeavors at institutions of higher
education to target African Americans and other underrepresented groups. This study highlights features of the program, presents
key research questions and findings of the evaluation, and generates specific programmatic knowledge for those interested
in interventions designed to increase the representation of African American computing scientists, as well as other scientific-related
disciplines within higher education.
... Third, Black students can derive significant benefits from involvement in Black campus clubs, industry-academic organizations, and/or mentor networks [8,75,76,78]. That is, Black campus clubs or organizations create safe havens on campus in which Black students can establish critical networks of support [8]. ...
... More than that, involvement in a Black campus club may lead to improved grades in introductory computer science courses [78]. Along similar lines, conferences and industryacademic organizations that connect Black computing professors and professionals with Black students through networking and mentoring activities may bolster persistence in undergraduate programs and interest in pursuing graduate degrees [75,76]. ...
... Black students persistence in undergraduate CS courses can be bolstered through culturallyresponsive pedagogical and programmatic interventions [57,[75][76][77]79]. Black women, in particular, appear to respond well to pedagogical interventions which introduce culturally-relevant course content [57,77,79]. ...
Background : People who are racialized, gendered, or otherwise minoritized are underrepresented in computing professions in North America. This is reflected in undergraduate computer science (CS) programs, in which students from marginalized backgrounds continue to experience inequities that do not typically affect White cis-men. This is especially true for Black students in general, and Black women in particular, whose experience of systemic, anti-Black racism compromises their ability to persist and thrive in CS education contexts.
Objectives : This systematic mapping study endeavours to (1) determine the quantity of existing non-deficit-based studies concerned with the persistence of Black students in undergraduate CS; (2) summarize the findings and recommendations in those studies; and (3) identify areas in which additional studies may be required. We aim to accomplish these objectives by way of two research questions: (RQ1) What factors are associated with Black students’ persistence in undergraduate CS programs?; and (RQ2) What recommendations have been made to further bolster Black students’ persistence in undergraduate CS education programs?
Methods : This systematic mapping study was conducted in accordance with PRISMA 2020 and SEGRESS guidelines. Studies were identified by conducting keyword searches in seven databases. Inclusion and exclusion criteria were designed to capture studies illuminating persistence factors for Black students in undergraduate CS programs. To ensure the completeness of our search results, we engaged in snowballing and an expert-based search to identify additional studies of interest. Finally, data were collected from each study to address the research questions outlined above.
Results : Using the methods outlined above, we identified 16 empirical studies, including qualitative, quantitative, and mixed-methods studies informed by a range of theoretical frameworks. Based on data collected from the primary studies in our sample, we identified 13 persistence factors across four categories: (I) social capital, networking, & support; (II) career & professional development; (III) pedagogical & programmatic interventions; and (IV) exposure & access. This data-collection process also yielded 26 recommendations across six stakeholder groups: (i) researchers; (ii) colleges and universities; (iii) the computing industry; (iv) K-12 systems and schools; (v) governments; and (vi) parents.
Conclusion : This systematic mapping study resulted in the identification of numerous persistence factors for Black students in CS. Crucially, however, these persistence factors allow Black students to persist, but not thrive, in CS. Accordingly, we contend that more needs to be done to address the systemic inequities faced by Black people in general, and Black women in particular, in computing programs and professions. As evidenced by the relatively small number of primary studies captured by this systematic mapping study, there exists an urgent need for additional, asset-based empirical studies involving Black students in CS. In addition to foregrounding the intersectional experiences of Black women in CS, future studies should attend to the currently understudied experiences of Black men.
... Prior research indicates ethnic isolation, individualism, lack of financial support, insufficient faculty interaction and other factors contribute to the lack of diversity in computing fields, particularly at the doctoral level 3 . Providing students with effective mentorship could assist in alleviating these circumstances and improve their willingness to continue in the computing sciences 4 . Additionally, developing ecosystems or networks that create, promote, and increase social capital of underrepresented students could factor into their ability to persist and transcend these and other unfavorable experiences. ...
... Self-efficacy is defined as the "belief in one's capabilities to organize and execute the courses of action required to manage prospective situations 14 ." There have been several studies conducted that investigate self-efficacy in science, technology, engineering and mathematics (STEM) students [3][4][5][6][7][8][9][10][11][12][13][14][15] . Each study highlights effective methods in improving STEM student performance in and persistence through the pipeline from post-secondary education into the workforce. ...
... We suspect that because Black people are so numerically underrepresented and systematically excluded in computing education and computing careers [29,82,107], connections with others are especially important for their persistence, as such ties may increase their feelings of belonging within the field [47], facilitate the transfer of informal knowledge about careers in computing [1], and provide them with important mentorship opportunities [36,41,76] that build social capital [62]. And indeed, research finds that Black computing students have better educational outcomes when they have access to strong networks within their educational settings that provide them with these forms of knowledge, support, and resources, like those experienced in programs like STARS, iAAMCS [97], and African American Researchers in Computing Sciences [16]. ...
Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women in computing, since samples of computing students typically contain too few Black women for robust statistical analysis. Using about a decade of student survey responses from an NSF-funded Broadening Participation in Computing (BPC) alliance, we use regression analyses to quantitatively examine the connection between different types of interventions and Black women’s intentions to persist in computing, and how this compares to other students (specifically, Black men, white women, and white men). This comparison allows us to quantitatively explore how Black women’s needs are both distinct from—and similar to—other students. We find that career awareness and faculty mentorship are the two interventions that have a statistically significant, positive correlation with Black women’s computing persistence intentions. No evidence was found that increasing confidence or developing skills/knowledge was correlated with Black women’s computing persistence intentions, which we posit is because Black women must be highly committed and confident to pursue computing in college. Lastly, our results suggest that many efforts to increase the number of women in computing are focused on meeting the needs of white women. While further analyses are needed to fully understand the impact of complex intersectional identities in computing, this large-scale quantitative analysis contributes to our understanding of the nuances of Black women’s needs in computing.
... The community was created by following established guidelines for supporting African American students towards the goal of achieving critical mass for minoritized populations in graduate programs to promote retention (Jackson et al., 2013). With so much prior literature pointing to the inequities in STEM graduate programs and computer science more specifically, the fact that Maya was able to create a space that attracted Black women to computer science at a disproportionately higher rate and retained them through to graduation is hard to ignore. ...
Purpose
The purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.
Design/methodology/approach
Within the context of a student scholarship and faculty development project, funded by the National Science Foundation (NSF), STEM faculty members were interviewed at a small teaching-focused university in South Texas, United States. This research study utilized a qualitative case study approach based on semi-structured interviews with nine Mathematics and Computer Science faculty members. Transcripts were coded thematically, beginning with open coding and continuing with repeated rounds of comparison leading to the identification of four themes.
Findings
Four themes were identified in the data: describing settings where mentoring occurs, identifying the tasks of mentoring, developing skills for mentoring others and inhabiting the identity of a mentor. These findings suggest that increasing faculty engagement and effectiveness in mentoring STEM students may be a matter of broadening the definition of mentoring and helping faculty members develop the identity of a mentor.
Practical implications
In an effort to promote retention of students, specifically within STEM fields, many initiatives highlight the importance of faculty mentoring for undergraduate students. This research suggests that faculty members' perceptions of the role and structure of a mentoring relationship will shape this relationship and have an impact on student persistence and success.
Originality/value
While most studies of faculty–student mentoring focus on the experiences of students, this study explored faculty members' perceptions of that relationship.
As the challenges in Science, Technology, Engineering and Mathematics (STEM) education become more prominent, resources for promoting STEM education are more available. STEM scholarship programs, such as the S-STEM program funded by the National Science Foundation (NSF), can be an important tool for computing educators to meet the challenges of recruiting, retaining and preparing more computing undergraduates. These scholarship programs usually require a rigorous assessment plan in the proposals for evaluating program effectiveness. Although there is an abundance of literature on assessment metrics on student learning outcomes, especially those related to accreditation, similar papers on scholarship program assessment are lacking. This paper is intended to contribute toward filling this gap. Based on our experience on managing two consecutive NSF S-STEM grants over eight years, the paper proposes a simple set of criteria for designing good assessment metrics for scholarship programs: that they need to be essential, measurable, sensible and simple. The paper presents our evaluation plan and results of the evaluation that ascertained the program effectiveness. It discusses how the metrics are refined and evolved in light of the proposed criteria. It then elaborates on lessons learned and our future directions. The paper can thus be considered as a case study for computing educators interested in submitting scholarship proposals and managing scholarship programs.
The Computing Research Association (CRA) was formed in 1972 as the Computer Science Board (CSB), which provided a forum for the chairs of Ph.D.-granting computer science departments to discuss issues and share information (CRA, 2009). Since 1989, women have never accounted for more than 24% of the computer science faculty at any given rank (e.g., assistant, associate, or full professor). Currently, women represent 21.7%, 15.4%, and 11.7% of computer science faculty at the assistant, associate, and full professor ranks, respectively. Women have been as much as 24% of the Ph.D. graduates in computing in a single year. Since 1998, African Americans have never accounted for more than 2.0%, 1.4%, and 0.7% of the assistant, associate, and full professors, respectively, in computer science. Furthermore, African Americans have never accounted for more than 2% of the Ph.D. graduates in computer science in a single year over that same time period. It appears women and African Americans overall are underrepresented among the ranks of computer science faculty, but to what extent?
Parents were interviewed about the media habits of their 6-month to 6-year-old children. For children who had used computers, linear increases in computer usage occurred across this age range with a shift from using a computer on a parent's lap at about age 2½ to autonomous computer and mouse use at about age 3½. There were almost no gender differences in early computer patterns. Families with higher incomes and higher education levels were more likely to own computers and to have Internet access from home. Latino families were least likely to own a computer; Latino and African American families were less likely than Cauca-sian families to have Internet access at home. Parents perceived computers favorably for children's learning. No relationship was found between the frequency with which children play computer games and the likelihood that they can read, but increased nongame computer use was associated with increased likelihood of reading. American children are born into and develop in a world in which media per-vade their daily experiences. Five years ago, the American Academy of Pediat-rics (1999, 2001) put forth a policy that children, particularly at young ages, should have limited exposure to screen media, including computers, even though the Academy did not know what effects this kind of exposure might have on children's development or even the extent to which exposure occurs. We will address early exposure to computers here. 590
This paper presents part of the results of a completed study entitled A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life. It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved.
Schoolteachers and higher-education faculty can benefit one another to improve teaching and student learning.
Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1997. Vita. Abstract. Includes bibliographical references (leaves 109-126).
This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively and the current study focuses only on students from that,group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors. (C) 2000 John Wiley & Sons, Inc.
Parents were interviewed about the media habits of their 6-month to 6-year-old children. For children who had used computers, linear increases in computer usage occurred across this age range with a shift from using a computer on a parent’s lapat aboutage 21/2 to autonomous computer and mouse use at about age 31/2. There were almost no gender differences in early computer patterns. Families with higher incomes and higher education levels were more likely to own computers and to have Internet access from home. Latino families were least likely to own a computer; Latino and African American families were less likely than Caucasian families to have Internet access at home. Parents perceived computers favorably for children’s learning. No relationship was found between the frequency with which children play computer games and the likelihood that they can read, but increased nongame computer use was associated with increased likelihood of reading.
This article integrates the extant literature and the results from the analysis of two national surveys to identify the factors that influence the participation of women and minorities in science and engineering. Although evidence is more limited for minorities than for women, notions of self-concept/self-efficacy, peer influence, and goal commitment, which can be traced to early socialization experiences, may account for most of the participation disparities by race and gender.
Schools of graduate education in the United States continue to be challenged to attract and retain students of color. We argue that effective mentoring within a department can improve multicultural students’ graduate school experience and better position them for success in their postdoctoral careers. To be an effective mentor, a faculty member must cultivate understanding of the experience of students from various cultural backgrounds. This task is especially challenging for White faculty members because of societal dynamics involving race and ethnicity. We propose actions to help faculty members enhance their multicultural competence in mentoring.
Using the grounded theory approach, this research investigation, drawing on a larger study, examined the factors that were most instrumental in influencing African American males' decisions to pursue engineering as an academic major and career choice. Using open-ended biographical questionnaires, individual interviews, and focus groups, numerous themes emerged from these data. More specifically, the central themes that had major impact on African American males' career trajectory were (a) strong interests in science, technology, engineering, and mathematics; (b) strong familial influence and encouragement; (c) strong aptitudes in science and mathematics; (d) meaningful academic experiences and relationships with school personnel; and (e) meaningful enrichment programs, opportunities, and academic experiences. Implications, based on the findings of this research, are provided for teachers, school counselors, and parents.
The MacMentoring Project was designed to "hook" disenfranchised youth back into school by building self-esteem while teaching them transferable computer skills. The project was conceived with two key assumptions: adolescents have poor attendance, poor school behavior, and low self-esteem due, in part, to their poor response to previous teaching methods; and at risk adolescents have accumulated a multitude of negative experiences that have led them to feel powerless, inadequate, and unimportant. Adolescents (N=45) were randomly assigned to three groups in two school districts in northern California: one group involved in computer experiences with a school counselor; a second group involved with traditional group counseling with a school counselor; the third group not receiving any services. As the project is still under way, qualitative data are not available. These process comments and observations have been made: (1) on task behavior of the adolescents improved when they work with the computers; (2) some students ask for wordprocessing and graphics software which allows them to express creativity; (3) the nondirective counseling relationship with a computer focus has led to increased trust and self-disclosure between adolescent and counselor/graduate student; (4) when adolescents are placed with younger children they seem to display remarkably different personality characteristics; and (5) when adolescents are given increased expectations set by a younger child they seem to rise to the occasion. (ABL)
Describes the Meyerhoff Scholarship Program at the University of Maryland, Baltimore County, that is designed to increase the number of African Americans, especially males, who enter and succeed in undergraduate, doctoral and professional programs. (PR)
This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: In a world increasingly driven by technology, living the American Dream requires more advanced education than ever. Literacy and skills in science and technology are becoming increasingly important; in fact, our economy's future appears tied, at least in part, to the strength of a technology-based workforce. More than three decades ago, the United States Government made a commitment to help African Americans achieve educational parity with the White majority. Although the commitment remains intact, the goal remains unattained (National Task Force on Minority High Achievement, 1999). In 1986, only 1.1% of American citizens receiving doctorates in science, engineering, and mathematics (SEM) were African Americans, even though African Americans represent 12% of the United States population. In 1992, the percentage receiving SEM doctorates was 1.2%, and by 1995 it had increased to only 2.0% (NSF, 1996a, 1996b), despite the fact that proportionately higher numbers of African Americans aspire initially to science graduate degrees than do Caucasians (Elliott, Strenta, Adair, Matier, & Scott, 1995).
Thesis (Ph. D.)--University of Maryland at College Park, 1993. Thesis research directed by Dept. of Human Development/Institute for Child Study. Includes bibliographical references (leaves 183-197).
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