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A Structural Equation Model Analysis of Computing Identity Sub-Constructs and Student Academic Persistence

Monique S. Ross · Zahra Hazari · Mark Allen Weiss · Michael Georgiopoulos · Kenneth J. Christensen · Tiana Solis +2 more

25 citations0/0 files storedIEEE Frontiers in Education Conference (FIE)

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Career Development and Diversity Higher Education Research Studies Teaching and Learning Programming

Abstract

This Research Full Paper presents the effects of computing identity sub-constructs on the persistence of computer science students. Computer science (CS) is one of the fastest growing disciplines in the world and an emerging critical field for all students to obtain vital skills to be successful in the 21st century. Despite the growing importance of computer science, many university and college programs suffer from low student persistence rates. Disciplinary identity is a theoretical framework that refers to how students see themselves with respect to a discipline and is related to long-term membership in a disciplinary community. The theory has been effectively applied in Science, Technology, Engineering, and Mathematics (STEM) to understand students' success and persistence. This study examines the effects of performance/competence, recognition, interest and sense of belonging on the academic persistence of computer science students. A survey of approximately 1,640 computing students as part of a National Science Foundation (NSF) funded project was developed and administered at three metropolitan public institutions. Confirmatory Factor Analysis (CFA) was performed to validate the sub-constructs of identity for use in a computing identity model. Then, a structural equation model (SEM) was constructed as a snapshot of the structural relationships for describing and quantifying the impact of the identity sub-constructs on persistence. The results indicated that our model for CS aligns with prior research on disciplinary identity but also adds the importance of sense of belonging. In addition, the findings indicate that students' academic persistence is directly influenced by their interest. A better understanding of these factors may leverage insight into students' academic persistence in computer science/engineering programs as well as a meaningful lens of analysis for further curriculum and extracurricular activities.

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2020Exploring Computing Identity and Persistence Across Multiple Groups Using Structural Equation Modeling 2021The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing Identity 2023Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review 2023Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

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