Date Available

11-8-2021

Year of Publication

2021

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

STEM Education

Advisor

Dr. Molly Fisher

Abstract

Historically, the role of women in computing changes over time as does their presence in the field. In 1985, 37% of computer science bachelor’s degree recipients were women, but in recent years, that number has decreased and currently holds at, around, 18%. Using a mixed methods approach, the study looked at the success of women enrolled in a computing degree program at a community college and the impact that self-efficacy, involvement in academic support opportunities, and profession perception influences persistence to successfully complete a computing course. Using Astin’s Student Involvement theory (1984; 1999) and Astin’s Involvement – Environment – Output (I-E-O) theory (1991; Pottle-Fewer, n.d) as a theoretical framework, course success data, in two gateway courses, and a self-assessment survey of self-efficacy, support participation, and profession perception, was used as quantitative data. Qualitative information was obtained through follow-up interviews of female students enrolled in the courses. This research found that the low success rates in the classes and the lack of resources used by participants supported Astin’s theory of student Involvement as the I-E-O model is incomplete.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2021.400

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