Diversifying STEM pathways: A look into upward transfer students’ sense of belonging in computing
Diversifying STEM pathways: A look into upward transfer students’ sense of belonging in computing
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多元化 STEM 途径：向上转学生对计算机的归属感调查
DOI：
10.1002/cc.20511
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Y. Choi
中科院分区：
文献类型：
--
作者：
J. Blaney;Julian Barrett;Y. Choi
本文讨论了科学，技术，工程和数学（STEM）学位的转移途径，并强调了现有关于STEM公平的文献未能代表转学生的经验，限制了支持转学生和多样化STEM课程的机会。更具体地说，我们综合研究的结果密切关注最近的研究，在学生的归属感计算的差距，使现有的研究公平计算是不可推广的学生以下向上转移途径，他们的计算程度。最后讨论了以向上迁移学生的经验为中心对未来研究和实践的启示。
This article discusses transfer pathways to Science, Technology, Engineering, and Mathematics (STEM) degrees and highlights ways in which existing literature on equity in STEM fails to represent transfer student experiences, limiting opportunities to support transfer students and diversify STEM programs. More specifically, we synthesize findings across research studies—focusing closely on recent studies of disparities in students’ sense of belonging in computing—to make a case that existing research on equity in computing is not generalizable to students following upward transfer pathways to their computing degree. Implications for centering upward transfer students’ experiences in future research and practice are discussed.