Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study.
Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study.
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DOI：
10.3389/fpsyg.2017.00602
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发表时间：
2017
影响因子：
3.8
通讯作者：
Schneider B
中科院分区：
文献类型：
--
作者：
Milesi C;Perez-Felkner L;Brown K;Schneider B
虽然在快速增长的计算机科学(CS)STEM领域，女性代表不足的问题已经得到了很多研究，但对于影响这种日益扩大的性别差距的关键因素，还没有达成共识。可能的原因包括在能力、兴趣和学术环境方面的性别差异。我们的研究通过应用学生参与研究来研究大学生学习CS的经历，以评估男女参与的差异在多大程度上有助于解释这一领域的性别不平等，从而为这一文献做出贡献。具体地说，我们使用体验抽样法(ESM)来实时评估大学生在各种活动和环境中的参与度。在秋季学期的整整一周和春季学期的整整一周时间里，两所Research I大学的165名CS专业的学生每天都会通过一款智能手机应用程序发出几次“哔哔”声，要求他们填写一份简短的问卷，其中包括开放式和有规模的问题。这些答复与他们的机构提供的行政和两年多的成绩单数据配对。我们使用均值比较和Logistic回归分析来比较CS男性和女性的注册和持续模式。结果表明，尽管女性在计算机科学领域的代表性不足带来了障碍，但当女性在最初的计算机科学课程中感到挑战和熟练时，她们更有可能继续学习计算机科学课程。我们讨论了对进一步研究的影响。
While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.