Analysis of a Simple, Low-cost Intervention's Impact on Retention of Women in Computer Science

分析简单、低成本的干预措施对计算机科学领域女性保留的影响

• 批准号: 2021396
• 负责人: Susan Fisk
• 金额: $ 12.51万
• 依托单位: Kent State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021396&HistoricalAwards=false
• 关键词: Analysis; Simple; Low; cost; Intervention

This project aims to serve the national interest in high-quality STEM education by studying an intervention designed to improve persistence of women in computer science. Engaging all people in learning about STEM, particularly computer science, is important for innovation, global competitiveness, and preparation for future careers that increasingly rely on computing. Women occupy just 28% of STEM jobs and account for only 17% of computer science majors and 21% of engineering majors. These differences in career choices arise partially from gender differences in self-assessment of STEM ability. This project will test whether educational institutions can use a simple intervention to increase the persistence of women in computer science. This intervention consists of email messages to students in introductory computer science courses. The messages contain contextual information about the student’s performance in class and encouragement regarding their effort and potential. For example, a message might reveal that the student is a top performer in the course and suggest that the student should explore getting involved in undergraduate computer science research. A pilot study found that changing the wording of a single email could increase women's intentions to stay in computer science by 18%. This project aims to evaluate the effectiveness of the intervention on a larger scale, and determine how to maximize its efficacy. If successful, the project will provide educational institutions with a simple, easily implemented tool to increase the number of women in computer science fields. This intervention could have positive effects on other groups that face negative stereotypes about their intellectual capacity and ability to succeed in computer sciences, and might be applicable to other STEM disciplines, as well. This project will use both a field experiment and an online experiment to test the intervention. The field experiment will be conducted across all the introductory computer science courses at a large research-based university. Multivariate analysis will be conducted to determine both the immediate and longitudinal effects of the intervention on self-assessed computer science ability and on persistence in computer science. Qualitative interviews will be conducted with some students in the field experiment to obtain nuanced data about students’ experience with the intervention. The online experiment will use short programming activities and will explore which pieces of contextual information are most effective. This knowledge will be critical for crafting efficient messages that can be used at scale, and for determining methods (other than emails) through which institutions can boost students’ self-assessment and persistence in computer science. Mediation analyses will be used in both the field and online experiments to illuminate the process through which the intervention impacts self-assessed computer science ability, and in turn, persistence. This research is expected to contribute to theoretical and practical knowledge of how institutions can intervene to promote gender equity and to increase knowledge about the social-psychological processes around self-assessments of ability and career choice that reproduce existing gender inequalities. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources Program, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过研究一种旨在提高女性在计算机科学领域的持久性的干预措施，为高质量的STEM教育服务。让所有人学习STEM，特别是计算机科学，对于创新、全球竞争力以及为越来越依赖计算机的未来职业做好准备都很重要。女性仅占STEM工作岗位的28%，仅占计算机科学专业的17%和工程专业的21%。这些职业选择的差异部分源于STEM能力自我评估的性别差异。这个项目将测试教育机构是否可以使用一个简单的干预来增加女性在计算机科学领域的坚持。这种干预包括给计算机科学入门课程的学生发送电子邮件。这些信息包含了学生在课堂上表现的相关信息，以及对他们努力和潜力的鼓励。例如，一条信息可能会显示该学生在课程中表现优异，并建议该学生应该探索参与本科计算机科学研究。一项初步研究发现，改变一封电子邮件的措辞可能会使女性留在计算机科学领域的意愿增加18%。本项目旨在在更大的范围内评估干预的有效性，并确定如何最大化其功效。如果成功，该项目将为教育机构提供一个简单、易于实施的工具，以增加计算机科学领域的女性人数。这种干预可能对其他群体产生积极影响，这些群体面临着对他们的智力能力和在计算机科学领域取得成功的能力的负面刻板印象，也可能适用于其他STEM学科。本项目将采用现场实验和在线实验两种方式对干预措施进行测试。实地实验将在一所大型研究型大学的所有计算机科学入门课程中进行。将进行多变量分析，以确定干预对自我评估的计算机科学能力和对计算机科学坚持的直接和纵向影响。定性访谈将在实地实验中与一些学生进行，以获得有关学生对干预体验的细微数据。在线实验将使用简短的编程活动，并探索哪些上下文信息是最有效的。这些知识对于制作可以大规模使用的有效信息至关重要，对于确定方法（除了电子邮件），机构可以通过这些方法提高学生的自我评估和对计算机科学的坚持。中介分析将在现场和在线实验中使用，以阐明干预影响自我评估的计算机科学能力的过程，进而影响持久性。预计这项研究将有助于提供有关机构如何干预以促进性别平等的理论和实践知识，并增加有关再现现有性别不平等的能力和职业选择自我评估的社会心理过程的知识。本项目由美国国家科学基金会改善本科STEM教育计划：教育和人力资源计划支持，该计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Gender, Self-Assessment, and Persistence in Computing: How gender differences in self-assessed ability reduce women’s persistence in computer science

性别、自我评估和计算机坚持：自我评估能力的性别差异如何降低女性对计算机科学的坚持

• DOI: 10.1145/3501385.3543963
• 发表时间: 2022
• 期刊: Proceedings of the 2022 ACM Conference on International Computing Education Research
• 作者: Hunt, Cynthia;Yoder, Spencer;Comment, Taylor;Price, Thomas;Akram, Bita;Battestilli, Lina;Barnes, Tiffany;Fisk, Susan
• 通讯作者: Fisk, Susan

Do Intentions to Persist Predict Short-Term Computing Course Enrollments: A Scale Development, Validation, and Reliability Analysis

坚持预测短期计算课程注册人数的意图：量表开发、验证和可靠性分析

• DOI: 10.1145/3545945.3569875
• 发表时间: 2023
• 期刊: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Harred, Rachel;Barnes, Tiffany;Fisk, Susan R.;Akram, Bita;Price, Thomas W.;Yoder, Spencer
• 通讯作者: Yoder, Spencer

Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention

通过轻量级可扩展的干预提高学生对计算机科学的坚持

• DOI: 10.1145/3502718.3524815
• 发表时间: 2022
• 期刊: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education
• 作者: Akram, Bita;Fisk, Susan;Yoder, Spencer;Hunt, Cynthia;Price, Thomas;Battestilli, Lina;Barnes, Tiffany
• 通讯作者: Barnes, Tiffany

Increasing Women's Persistence in Computer Science by Decreasing Gendered Self-Assessments of Computing Ability

通过减少对计算能力的性别自我评估来提高女性对计算机科学的坚持

• DOI: 10.1145/3430665.3456374
• 发表时间: 2021
• 期刊: Annual Conference on Innovation Technology in Computer Science Education
• 作者: Fisk, Susan R.;Wingate, Tiah;Battestilli, Lina;Stolee, Kathryn T.
• 通讯作者: Stolee, Kathryn T.