Computing Mentorship in a Software Boomtown: Relationships to Adolescent Interest and Beliefs
Computing Mentorship in a Software Boomtown: Relationships to Adolescent Interest and Beliefs
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DOI：
10.1145/3105726.3106177
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发表时间：
2017-08
期刊：
影响因子：
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通讯作者：
Amy J. Ko;K. Davis
中科院分区：
文献类型：
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作者：
Amy J. Ko;K. Davis
对青少年兴趣发展的先前工作表明，指导可以促进对主题的利益，同时重塑对该主题的信念。这些相同的影响在多大程度上发生在计算机中，传统上兴趣和信念是负面的？我们在美国进行了两项关于普吉特海湾地区的研究，对57名有兴趣计算的不同青少年进行了调查和教学。在第一项研究中，我们发现对计算的兴趣与建立指导关系密切相关，而不是与性别或社会经济状况有关。有导师的青少年也从事更多的计算教育，并且对从事计算教育的同龄人有更多的信念。第二项研究加强了这一发现，这表明，旨在成为学生教师教师的教练的青少年在计算机上的兴趣上比已经有导师的人的积极变化要大得多。这些发现虽然相关，但表明导师可以在促进青少年对计算的兴趣中发挥关键作用。
Prior work on adolescent interest development shows that mentorship can promote interest in a subject while reshaping beliefs about the subject. To what extent do these same effects occur in computing, where interest and beliefs have traditionally been negative? We conducted two studies of the Puget Sound region in the United States, surveying and teaching 57 diverse adolescents with interests in computing. In the first study, we found that interest in computing was strongly related to having a mentoring relationship and not to gender or socioeconomic status. Teens with mentors also engaged in significantly more computing education and had more diverse beliefs about peers who engaged in computing education. The second study reinforced this finding, showing that teens who took a class from an instructor who aimed to become students' teacher-mentor had significantly greater positive changes in interest in computing than those who already had a mentor. These findings, while correlational, suggest that mentors can play a key role in promoting adolescent interest in computing.