Transfer Student Receptivity in Patriarchal STEM Contexts: Evidence of Gendered Transfer Student Stigma in Computer Science From a Mixed Methods Study

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2024-01-04 DOI:10.1177/00915521231218233
J. Blaney, Theresa E. Hernandez, David F. Feldon, Annie M. Wofford
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引用次数: 1

Abstract

Research Questions: While community college transfer (i.e., upward transfer) represents an important mechanism for advancing equity across STEM fields, existing studies of gender and women’s participation within computer science have largely excluded the perspectives of upward transfer students. We address this gap in the literature by exploring transfer receptivity and gender discrimination within computer science, guided by the following questions: (1) How do upward transfer computer science students report their receptivity experiences, and how might this differ by gender? (2) How do upward transfer computer science students make meaning of receptivity experiences, and how might that meaning making be shaped by gender? Methods: We use a sequential mixed methods design, relying on longitudinal survey and interview data from upward transfer computer science majors, collected throughout students’ first year at the receiving university. Results: Findings reveal that, relative to men, upward transfer women report greater experiences of transfer stigma and challenges accessing resources at the receiving university. Qualitative findings document additional nuances in how upward transfer students—especially women—describe resilience as they navigate the university campus, encounter navigation challenges at the university, and make meaning of various manifestations of transfer stigma on campus. Contributions: In addition to implications for research and theory, we discuss what universities can do to foster a more receptive environment for upward transfer women. Specific recommendations focus on ensuring that spaces for women in computing are inclusive of transfer students and, likewise, creating supportive transfer cohort communities that are inclusive of women.
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父权制 STEM 环境下转校生的接受能力:从混合方法研究看计算机科学专业转学生的性别污名证据
研究问题:虽然社区大学转学(即向上转学)是促进 STEM 领域公平的重要机制,但现有关于计算机科学领域性别和女性参与的研究在很大程度上排除了向上转学学生的观点。我们针对文献中的这一空白,探讨了计算机科学领域的转学接受度和性别歧视,并提出了以下问题:(1)计算机科学专业的向上转学学生如何报告他们的接受度体验,以及不同性别的接受度体验有何不同?(2) 计算机科学专业的学生如何理解转学经历的意义,这种意义的形成可能与性别有关吗?研究方法:我们采用了一种连续的混合方法设计,依靠纵向调查和访谈数据,收集了计算机科学专业向上转学学生在接收大学第一年的情况。结果调查结果显示,与男生相比,向上转学的女生在接受大学中更容易受到转学羞辱,也更难获得资源。定性研究结果记录了向上转学的学生(尤其是女生)如何描述她们在大学校园中的适应能力、在大学中遇到的导航挑战,以及如何理解校园中各种表现形式的转学羞辱。贡献:除了对研究和理论的影响之外,我们还讨论了大学可以做些什么来为向上转学的女性营造一个更容易接受的环境。具体建议的重点是确保计算机领域的女性空间对转校生具有包容性,同样,创建对女性具有包容性的支持性转校群落。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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