Women’s sense of belonging in computing education amidst a global pandemic

This descriptive study examined women’s feelings of fit and value in computer science courses amidst the rapid transition to online education necessitated by the COVID-19 pandemic. The qualitative study supplemented previous quantitative research on women’s sense of belonging in computing by deeply exploring the women’s nuanced experiences with gender in face-to-face and online computing education. The findings contribute to educators’ understanding of how best to create inclusive educational environments for women studying computing. Research methods included in-depth, semi-structured interviews and a focus group. Data was coded and analyzed for themes. Women reported experiencing stereotypes about their abilities and micro-aggressions related to gender, in both face-to-face and online course formats. Validation of their competence, inclusive student communities, and positive interactions with students and professors promoted women’s sense of fit in computing. These findings emphasize the importance of gender-inclusive strategies to promote women’s sense of belonging in computing across course modalities.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Porwal, Vinika

Contributors dc:contributor

• Kalantzis, Mary
• Cope, William
• Pak, Yoon
• Montebello, Matthew

• Computing
• Technology
• Women in STEM
• STEM Education
• Belonging
• Community
• Sense of Belonging
• Stereotypes

Statement dc:rights

• Copyright 2022 Vinika Porwal

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/115357

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F115357