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Soc. Sci. 2018, 7(8), 122; https://doi.org/10.3390/socsci7080122

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

1
Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095, USA
2
School of Education, Iowa State University, Ames, IA 50011, USA
*
Author to whom correspondence should be addressed.
Received: 3 May 2018 / Revised: 20 July 2018 / Accepted: 21 July 2018 / Published: 25 July 2018
(This article belongs to the Special Issue Women in Male-Dominated Domains)
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Abstract

This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women. View Full-Text
Keywords: computer science; introductory computing; gender; URM students; race/ethnicity; sense of belonging computer science; introductory computing; gender; URM students; race/ethnicity; sense of belonging
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Sax, L.J.; Blaney, J.M.; Lehman, K.J.; Rodriguez, S.L.; George, K.L.; Zavala, C. Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students. Soc. Sci. 2018, 7, 122.

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