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核心研究项目将对妇女参与计算领域的参与研究，重点是使用佛罗里达州教育机构的全面数据集和国家级别可比数据进行社区大学首发。尽管对计算机科学家和工程师的需求不断增长，但该行业中妇女的代表性在问题上仍然很低，而她们的学位收入者在全国范围内有所下降。 2014年，美国国家数据获得的最新一年，在计算机科学上获得学士学位的女性份额为18.1％，比十年前的25.1％下降。尽管妇女构成了社区大学的大多数首发球员，社区大学的学生经常倾向于应用技术和高增长学位领域，但社区大学的途径被低估为增强妇女在计算和技术方面的代表性。新兴的研究已开始确定中学，社区学院和学士学位课程途径，作为促进科学，技术，工程和数学（STEM）学生成功的工具，尤其是对于代表性不足的妇女而言。该项目将通过专注于在佛罗里达州高度多样化的计算机上的分析来分析社区大学生，从而为学生如何成功地驾驶这些职业途径提供新的见解。这项研究的发现可用于随后的研究和开发干预措施，以遏制计算领域的性别差距，尤其是在代表性不足和经济不利的妇女中。佛罗里达行政和美国国家数据的一致性也可能具有有意义的用途，用于学术和从业人员社区，感兴趣的有意扩大参与STEM高等教育的参与。该项目将填补有关计算和技术性别差距的当前研究的三个关键缺点：1）它仅针对计算，而目前却少了其他妇女，而其他茎领域则具有最少的妇女的前景，从而获得了工作的增长。 2）由于可用的数据量，研究人员可以采用交叉方法来了解各种妇女如何导航途径； 3）研究人员将重点关注社区大学的经验和途径，通常由许多代表性不足的群体选择进入计算。研究设计利用佛罗里达州的行政数据和现有的概念模型，即社区大学生成功框架的势头，遵循攻读计算学位的社区大学生的多样化人群。该数据集包括高等成绩单数据，以及人口统计和家庭背景和学术历史的多层测量，尤其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，可促进细微差别的特定于现场和交叉分析，同时还研究了次级课程学习经验和成果的差异，并在学术后课程的招生时间和一致性方面的成果。为了使佛罗里达州的调查结果背景下来，研究人员还将使用两个初学者的最新同学研究数据，对美国国家纵向数据进行互补分析。将分析三种类型的结果，以相对于高等成就结果：1）获得与计算相关领域的副学士学位； 2）将相关专业的专业从两年的机构转移到四年制的机构； 3）获得与计算相关领域的学士学位。研究人员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，在计算领域毕业的男女的概率。这项奖项反映了NSF的法定任务，并被认为是通过基金会的智力功能和广泛影响的评估来评估NSF的法定任务。