ArticlePublisher preview available

A Qualitative Investigation of African Americans' Decision to Pursue Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration

American Psychological Association
Journal of Diversity in Higher Education
Authors:
LaVar J. Charleston
LaVar J. Charleston
LaVar J. Charleston
  • This person is not on ResearchGate, or hasn't claimed this research yet.
Read publisher preview
Download citation
To read the full-text of this research, you can request a copy directly from the author.

Abstract

According to Pearson (2002), minority groups are not well represented in science, technology, engineering, and mathematics (STEM) occupations. Among these underrepresented groups are African Americans. To ensure the economic vitality of the STEM workforce in the United States, it is imperative to broaden participation in STEM-related fields and computing sciences in particular (J. F. L. Jackson, Charleston, George, & Gilbert, in press; Moore, 2006; Pearson, 2002). Using the method of grounded theory, the author illuminates the experiences of African American computing aspirants at various levels of academic status (bachelor's, master's, and PhD levels). In doing so, this study identifies the key factors that contribute to study participants' successful pursuit of computing science degrees, thereby pointing toward implications for cultivating occupational choice and career aspirations. Study results include a heuristic model for broadening computing participation.
A preview of this full-text is provided by American Psychological Association.
Learn more
Content available from Journal of Diversity in Higher Education 
This content is subject to copyright. Terms and conditions apply.
A Qualitative Investigation of African Americans’ Decision to
Pursue Computing Science Degrees: Implications for Cultivating
Career Choice and Aspiration
LaVar J. Charleston
University of Wisconsin–Madison
According to Pearson (2002), minority groups are not well represented in science,
technology, engineering, and mathematics (STEM) occupations. Among these under-
represented groups are African Americans. To ensure the economic vitality of the
STEM workforce in the United States, it is imperative to broaden participation in
STEM-related fields and computing sciences in particular (J. F. L. Jackson, Charleston,
George, & Gilbert, in press; Moore, 2006; Pearson, 2002). Using the method of
grounded theory, the author illuminates the experiences of African American comput-
ing aspirants at various levels of academic status (bachelor’s, master’s, and PhD levels).
In doing so, this study identifies the key factors that contribute to study participants’
successful pursuit of computing science degrees, thereby pointing toward implications
for cultivating occupational choice and career aspirations. Study results include a
heuristic model for broadening computing participation.
Keywords: STEM, computer science, African Americans, higher education, broadening
participation
The highest paying positions in the U.S. scien-
tific and technological workforces are overwhelm-
ingly held by White men (Moore, 2006). Con-
trarily, African Americans fill less than 3% of
these same science, technology, engineering, and
mathematics (STEM)-related occupations, with
such workforce participatory patterns predicted to
remain relatively unchanged in lieu of efforts to
diversify representation in the scientific workforce
(Hrabowski & Pearson, 1993; Moore, 2006).
There are many barriers faced by African
Americans on their decision to pursue professions
within STEM disciplines (Charleston & Jackson,
2011). African Americans are among those under-
represented populations that both historically and
consistently demonstrate greater educational
needs upon college admittance because they are
typically underserved by the K–12 education sys-
tem as compared with their White counterparts
(Ashby, 2006). This population is also more likely
to enter the K–12 system without the requisite
math and science knowledge to be successful in
subsequent education levels and careers, specifi-
cally in STEM fields (Charleston & Jackson,
2011; Graham, 1997; Moore, 2006).
The prevalent obstacles that these students en-
counter during undergraduate, graduate, and post-
graduate years can be attributed to a gradual de-
cline in the percentage of African Americans in
the most advanced levels of science and engineer-
ing (American Council on Testing [ACT], 2006;
Ashby, 2006; Graham, 1997). As the aforemen-
tioned historical and educational factors perpetu-
ate this underrepresentation of African Americans
and impede persistence in STEM-related fields,
this qualitative inquiry into the lives of African
American men and women in higher education
computing sciences provides insights that will
positively contribute to this body of research. It
seeks to illuminate how participants negotiate
their educational trajectories in the traditionally
homogeneous field of computing sciences at every
educational attainment level.
Literature Review
There are currently record-low numbers with
regard to participation in STEM disciplines in
the United States. From 1994 to 2003, for ex-
This article was published Online First July 09, 2012.
Correspondence concerning this article should be ad-
dressed to LaVar J. Charleston, Wisconsin’s Equity and
Inclusion Laboratory (Wei Lab), University of Wisconsin
Madison, 561 Educational Sciences, 1025 West Johnson
Street, Madison, WI 53706. E-mail: Charleston@wisc.edu
Journal of Diversity in Higher Education © 2012 National Association of Diversity Officers in Higher Education
2012, Vol. 5, No. 4, 222–243 1938-8926/12/$12.00 DOI: 10.1037/a0028918
222
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
... In computing fields more specifically, a growing body of work has pointed to specific factors that influence students' graduate school pathways as well as for whom those factors matter most (e.g., Charleston, 2012;Cohoon et al., 2004;Wofford et al., 2022). Computing fields remain some of the most homogenous and exclusionary (NCSES, 2023), shaping which and how students gain knowledge about and take action toward post-baccalaureate educational or career opportunities. ...
Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design
Article
Full-text available
  • May 2025
  • RES HIGH EDUC
Community college transfer students represent a diverse and talented group to recruit to PhD and other graduate programs. Yet, little is known about practical strategies to support community college transfer students’ access to graduate training. Focusing specifically on transfer students in computer science and guided by social cognitive career theory, this manuscript draws on survey data from over 200 community college transfer students and utilizes a staged innovation design to examine a new intervention designed to pique transfer students’ interests in PhD study. Findings suggest that brief targeted interventions can significantly predict transfer students’ perceptions about PhD study, but that more sustained efforts will likely be necessary to influence transfer students’ more tangible degree plans. In addition to highlighting implications for future research, we identify strategies for faculty and staff seeking to support community college transfer students and build access to graduate training.
View
... Furthermore, enhancing cybersecurity awareness among these groups is essential for ensuring workplace safety and protecting sensitive information, particularly in industries that handle critical data (Chandarman & Niekerk, 2017;Rahman et al., 2020). By improving access to digital education and resources, we can enable underrepresented communities to participate fully in the digital economy, thereby fostering a more equitable tech industry (Charleston, 2012 ...
Building Digital Literacy and Cybersecurity Awareness to Empower Underrepresented Groups in the Tech Industry
Article
Full-text available
  • Feb 2020
The tech industry's rapid evolution has highlighted the critical need for digital literacy and cybersecurity awareness, particularly among underrepresented groups. These groups often face systemic barriers, such as limited access to resources, educational inequities, and biases, which hinder their ability to navigate the increasingly digital workplace securely and effectively. This study proposes a framework for building digital literacy and fostering cybersecurity awareness to empower individuals from underrepresented backgrounds, enabling them to thrive in the tech sector. The framework emphasizes three core areas: foundational digital literacy, cybersecurity education, and ongoing mentorship and community support. Foundational digital literacy focuses on equipping participants with essential technical skills, including computer proficiency, internet navigation, and understanding digital tools. Cybersecurity education introduces best practices for online safety, threat detection, data protection, and adherence to industry standards such as GDPR and NIST. Mentorship and community support foster a collaborative learning environment, encouraging participants to build confidence and address unique challenges through peer networks and guidance from industry professionals. Leveraging partnerships with tech companies, educational institutions, and community organizations, this framework integrates accessible training programs, free resources, and hands-on workshops to bridge the digital divide. These initiatives are tailored to meet the diverse needs of underrepresented groups, ensuring inclusivity and cultural relevance. Preliminary pilot studies have shown that participants gained confidence in using digital tools, improved their cybersecurity knowledge, and demonstrated increased interest in pursuing tech-related careers. The study also highlights the broader impact of empowering underrepresented groups, including enhanced diversity, innovation, and equity within the tech industry. This research contributes to the fields of digital inclusion and cybersecurity by providing a replicable and scalable approach to addressing systemic inequities. By equipping underrepresented groups with the tools and knowledge to excel in the digital age, this framework aligns with the broader goals of fostering workforce diversity and creating a more secure and inclusive tech ecosystem.
View
... While the strategy of understanding student perspectives and meeting students where they are is important for all broadening participation topics, we note the relatively small amount of focus on lower-income computing students (with select S-STEM programs being a notable exception) and highlight the intersection between socioeconomic status and computer science as necessary for further intervention. While many lower-income students become interested in computing careers for pragmatic and economic reasons (for upward mobility for themselves and their families) [4], [10], [14], [33], the normative computer science student and the normative computer science professor / professional will remain a person from a middle-or upper-class background. Within this landscape, it is essential to creatively reorient the basic assumptions of computing education and co-curricular programming to address various concerns, background knowledge, and realities to expand access to computing careers beyond upper-income individuals. ...
View
... Students from URGs may also encounter a lack of supportive mentors [13], which may increase their likelihood of attrition. In a qualitative study of African American undergraduate and graduate computing students, Charleston (2012) highlighted the importance of mentors such as advisors in navigating challenges, noting that many participants "described how they considered withdrawing from computing science programs if not for the intervention of a mentor" [16]. ...
View
... Broadening accessible pathways to graduate programs Because we are specifically interested in upward transfer students' interests in PhD study, we were also guided by broader literature on factors contributing to one's interest in graduate school. Consistently documented in prior literature, active mentorship and support from both faculty and peers bolster access to graduate study (Charleston, 2012;Cohoon et al., 2004;Espino, 2014;Hanson et al., 2016) and success in graduate programs Burt, 2017;Griffin et al., 2018). For minoritized students especially, faculty mentorship Gender equity in computing can shape how students navigate pathways from undergraduate study through successful graduate degree completion by providing access to academic capital and personal support (Griffin et al., 2018;Luna and Prieto, 2009;Phelps-Ward and DeAngelo, 2016). ...
Tapping into early PhD aspirations to advance gender equity in computing: predicting PhD interest among upward transfer students
Article
  • Feb 2024
Purpose Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college. Design/methodology/approach Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs. Findings We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences. Originality/value This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.
View
... Prior studies do, however, reveal important differences in STEM students' social justice values by race/ethnicity [15], [17]. These studies have shown that Black and Latinx students in particular often negotiate these values and motivating interests against the dominant engineering culture that devalues these concerns, illuminating how these students largely develop their social concerns without critical departmental/disciplinary support (e.g., [21], [36], [46]). However, there has been less of an examination of how students' social justice concerns in relation to their racial/ethnic identity and engineering identity may develop within the context of an engineering classroom that may support this development rather than devalue it. ...
View
Longitudinal Analysis of Academic Motivation: Examining the Antecedent Roles of Perceived Discrimination and Stereotype Threat Among African American STEM Majors
Article
  • Jun 2025
Structural and social-psychological factors, including race-related stressors such as discrimination and stereotype threat, contribute to the underrepresentation of African American college students in STEM by thwarting students’ motivation and serving as push-out factors. Academic burnout and low momentum-state inertia (LMSI) are two forms of motivation that may develop in response to perceived discrimination and stereotype threat. The present study examined the growth trajectories of burnout and LMSI as a function of race-related stressors using the integrated process and motivational experiences models as guiding theoretical frameworks. Longitudinal data were collected from 500 African American students majoring in STEM disciplines at an Historically Black College/University (HBCU) and a predominantly White institution (PWI). Results of unconditional latent growth curve analyses showed that both academic burnout and LMSI increased over time. Results of conditional latent growth curve analyses revealed that perceived discrimination was not significantly associated with increases in burnout or LMSI. Stereotype threat was instead associated with higher academic burnout and LMSI initially, but decreasing burnout and LMSI over time.
View
View
View
The impact of robotics clubs on K-12 students' interest in STEM careers
Article
Full-text available
  • Feb 2024
This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.
View
View
View
View
African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program
Article
  • Sep 2000
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.
View
View
View
View
View
Cultural Context of Career Choice: Meta-Analysis of Race/Ethnicity Differences
Article
  • Mar 2005
  • CAREER DEV Q
The authors focus on career counseling from a cultural perspective, using the proxy construct of race/ethnicity. They briefly describe traditional career counseling and critique the degree to which the myriad cultural contexts that shape clients' career development are incorporated into vocational theories and practice. They conducted a meta-analysis of research that has investigated the relationship between culture and vocational choice variables and concluded (a) that race/ethnicity differences do not greatly affect career aspirations but (b) that there are differences among racial/ethnic groups in perceptions of career-related opportunities and barriers.
View
The Future of Grounded Theory
Article
  • Nov 1999
I would like to speak about what I consider the future of grounded theory. I will discuss in whose hands the future of grounded theory appears to be and what accounts for its spread, its use and misuse, and where the majority of grounded theory studies are occurring. I will then briefly review poor grounded theory, qualitative grounded theory, social fictions, and theory bits. Finally, I will touch on the future structures in which grounded theory will be taught and centered.First, a few guidelines are necessary. Grounded theory refers to a specific methodology on how to get from systematically collecting data to producing a multivariate conceptual theory. It is a total methodological package. It provides a series of systematic, exact methods that start with collecting data and take the researcher to a theoretical piece that is publishable.
View