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Abstract

Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at 4-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming.

Keywords

STEM computer science gender faculty–student interaction retention transfer

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Community College Men and Women

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