Gender, achievement, and persistence in an undergraduate computer science program
Gender, achievement, and persistence in an undergraduate computer science program
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计算机科学本科课程中的性别、成就和坚持
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
M. Soffa
中科院分区：
文献类型：
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作者：
Sandra Katz;D. Allbritton;J. M. Aronis;Christine Wilson;M. Soffa
获得计算机科学学士学位的妇女所占比例一直很小，而且还在下降。本研究调查的因素，预测性能和持久性，在本科CS程序，并探讨为什么即使是成绩优异的学生离开本科“CS管道。“预测成就和保留的因素有时会以复杂，意想不到的方式相互作用。在CS入门课程中获得不到B的男生比获得不到B的女生更有可能参加课程中的下一门课程。即使是成绩优异的学生，成绩也是决定离开CS的一个因素;失去兴趣可能会伴随着失去信心。成就水平是由各种背景因素预测的，包括学术能力测试成绩，进入CS程序之前所采取的微积分课程的数量，在家里使用计算机的数量，以前的计算经验，以及在高中期间有导师或榜样。这些因素中的大多数还预测了CS专业所需的前两门课程的持续性。奇怪的是，在介绍CS课程的妇女谁报告有低接触特定的编程技能优于妇女谁报告有高水平的编程经验。男人的情况正好相反。进一步的调查提供的证据表明，在高中发展编程技能的女性可能会以发展其他技能为代价，这些技能强烈预测CS成就，特别是数学技能。
The proportion of computer science (CS) bachelor's degree recipients who are women has consistently been small and is declining. This study investigates factors that predict performance and persistence in an undergraduate CS program and explores why even high-achieving students leave the undergraduate "CS pipeline." The factors that predict achievement and retention sometimes interact in complex, unexpected ways. Male students who earned less than a B in an introductory CS course were more likely to take the next course in the curriculum than were women who earned less than a B. Achievement is a factor in even high-achieving students' decision to leave CS; loss of interest can accompany loss of confidence. Level of achievement was predicted by various background factors including Scholastic Aptitude Test scores, the number of Calculus courses taken before entering the CS program, amount of access to a computer at home, prior computing experience, and having a mentor or role model during high school. Most of these factors also predicted persistence beyond the first two courses required for a CS major. Curiously, women in the introductory CS course who reported having low exposure to specific programming skills outperformed women who reported having a high level of programming experience. The reverse was true of men. Further investigation provided evidence that women who develop programming skills while in high school might do so at the expense of developing other skills that strongly predict CS achievement, particularly math skills.