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Gendered Pathways: From Florida's Two-Year Institutions to Computing Degrees

性别途径：从佛罗里达州的两年制大学到计算机学位

基本信息

批准号：
1920670
负责人：
Lara Perez-Felkner
金额：
$ 90.07万
依托单位：
Florida State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920670&HistoricalAwards=false
关键词：
Gendered Pathways Florida Two Year

项目摘要

This EHR Core Research project will conduct research on women's participation in computing fields, with a focus on community college starters using a comprehensive dataset from Florida's educational institutions and national-level comparable data. Despite the growing demand for computer scientists and engineers, women's representation in this industry remains problematically low while their share of degree earners has declined nationally. In 2014, the most recent year for which U.S. national data are available, the share of women earning bachelor's degrees in computer science was 18.1%, down from 25.1% a decade earlier. Although women constitute the majority of community college starters, and community college students often gravitate towards applied technical and high-growth degree fields, community college pathways have been under-examined as a mechanism for enhancing women's representation in computing and technology. Emerging research has begun to identify secondary school, community college, and baccalaureate curricular pathways as a vehicle to facilitate science, technology, engineering and mathematics (STEM) student success, especially for underrepresented women. This project will provide new insights into how students successfully navigate these career pathways by focusing on analyses of community college students in computing in the highly diverse state of Florida. The findings from this study may be used in subsequent research and in the development of interventions to curb the gender gap in computing fields, especially among underrepresented and economically disadvantaged women. The alignment of Florida administrative and U.S. national data may also have meaningful use for scholarly and practitioner communities interested in broadening participation in STEM higher education.This project will fill three critical shortcomings of current research on the gender gap in computing and technology: 1) it focuses solely on computing, which currently has fewer women than other STEM fields and has the most prospects for job growth; 2) because of the amount of data available, the researchers can employ an intersectional approach to understand how various women navigate pathways; and 3) the researchers will focus on the community college experiences and pathways often chosen by many underrepresented groups to enter computing. The research design leverages Florida administrative data and an existing conceptual model, the Momentum for Community College Student Success framework, to follow a diverse population of community college students pursuing computing degrees. The dataset includes postsecondary transcript data coupled with multilayered measures of demographic and family backgrounds and academic history, particularly in high school mathematics and science courses. Administrative datasets offer the advantage of vast statistical power that facilitates nuanced field-specific and intersectional analyses while also examining the differences in the secondary and postsecondary course-taking experiences and outcomes with respect to the timing and consistency of enrollment in postsecondary programs. To contextualize Florida findings, the researchers will also engage in complementary analyses of U.S. national longitudinal data, using the two most recent cohorts of Beginning Postsecondary Students study data. Three types of outcomes will be analyzed with respect to postsecondary attainment outcomes: 1) Attainment of an associate degree in computing-related fields; 2) Transfer to computing related major from a two-year institution to a four-year institution; and 3) Attainment of a bachelor's degree in computing-related fields. The investigator team will use multivariate statistical analyses and quasi-experimental designs to compare the probabilities for men and women graduating with degrees in computing fields as compared to other STEM fields.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个EHR核心研究项目将对女性参与计算机领域进行研究，重点是社区大学初学者，使用来自佛罗里达州教育机构的综合数据集和国家级可比数据。尽管对计算机科学家和工程师的需求越来越大，但女性在这个行业的比例仍然很低，而她们在全国范围内获得学位的比例有所下降。2014年，也就是可获得美国国家数据的最近一年，获得计算机科学学士学位的女性比例为18.1%，低于10年前的25.1%。尽管社区大学的初学者中女性占大多数，社区学院的学生往往倾向于应用技术和高增长的学位领域，但社区大学作为提高女性在计算机和技术领域的代表性的机制一直未得到充分研究。新出现的研究已经开始确定，中学、社区大学和学士学位课程是促进科学、技术、工程和数学(STEM)学生成功的工具，特别是对代表性不足的女性。这个项目将通过对高度多样化的佛罗里达州社区学院学生的计算机分析，为学生如何成功地驾驭这些职业道路提供新的见解。这项研究的结果可用于随后的研究和制定干预措施，以遏制计算机领域的性别差距，特别是在任职人数不足和经济上处于不利地位的妇女中。佛罗里达州行政和美国国家数据的匹配也可能对有兴趣扩大STEM高等教育参与的学术和从业人员社区有意义的利用。该项目将填补目前关于计算机和技术领域性别差距研究的三个关键缺陷：1)它只专注于计算，目前该领域的女性比其他STEM领域的女性更少，最有可能实现就业增长；2)由于可用的数据量，研究人员可以使用交叉方法来了解不同的女性是如何导航路径的；3)研究人员将专注于社区大学的经历和路径，这些经验和路径通常被许多代表性不足的群体选择进入计算机领域。研究设计利用了佛罗里达州的行政数据和现有的概念模型，即社区大学生成功的动力框架，以跟踪攻读计算机学位的不同社区大学生群体。该数据集包括中学后成绩单数据，以及对人口、家庭背景和学术历史的多层次衡量，特别是在高中数学和科学课程中。行政数据集提供了巨大的统计能力的优势，便于对具体领域和交叉领域进行细微差别的分析，同时还检查了中学和中学后课程在入学时间和一致性方面的经验和结果的差异。为了将佛罗里达州的研究结果与背景联系起来，研究人员还将使用两个最新的初学大专学生研究数据，对美国国家纵向数据进行补充分析。有关专上教育成绩的分析分为三类：1)取得与电脑有关的副学士学位；2)由两年制转至四年制与电脑有关的专业；及3)取得与电脑有关的学士学位。研究团队将使用多元统计分析和准实验设计来比较与其他STEM领域相比，获得计算机领域学位的男性和女性的毕业概率。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。