Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women

Jennifer M. Blaney · Jane G. Stout

126 citations0/0 files storedACM Technical Symposium on Computer Science Education (SIGCSE)

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Gender and Technology in Education Teaching and Learning Programming Career Development and Diversity

Abstract

Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed.

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2007A question of belonging: Race, social fit, and achievement.1993The psychological sense of school membership among adolescents: Scale development and educational correlates 2012Why do women opt out? Sense of belonging and women's representation in mathematics.2004First-Generation College Students 1986Self-efficacy in the prediction of academic performance and perceived career options.1980Student-Faculty Informal Contact and College Outcomes 2004First-Generation College Students: Additional Evidence on College Experiences and Outcomes 1999On selecting indicators for multivariate measurement and modeling with latent variables: When "good" indicators are bad and "bad" indicators are good.

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