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Abstract

Objective/Research Question:

This study explores the experiences of historically underserved community college students, specifically women and racially underrepresented minorities, enrolled in IT programs. It seeks to understand how these students perceive their academic experiences and how these influence workforce preparation and career aspirations. Research questions include: What are the curricular and non-curricular experiences of women and underrepresented minority students in IT programs? How do these students perceive the connection between their coursework and workforce preparation? How do barriers to success in IT affect their self-efficacy and career aspirations?

Methods:

A case study of 83 IT students was conducted using semi-structured interviews to explore experiences with interventions to improve advising, workforce preparation, and self-efficacy.

Findings:

Four themes emerged: (1) frustration with misguided academic advising; (2) students struggled with self-directed learning and lack of hands-on experiences in online classes; (3) coding labs, industry videos, and online tutoring enhanced workforce preparation; and (4) interventions boosted students’ sense of self-efficacy and confidence in IT.

Conclusions/Contributions:

Effective interventions are key to enhancing IT community college students’ workforce readiness and academic success for underrepresented students.

Keywords

information technology community college self-efficacy STEM under-represented groups in IT

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A Qualitative Case Study of Historically Underserved Community College Students’ Experiences in Information Technology Programs

Abstract

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