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Women and STEM

Are girls’ math abilities and skills sufficient for them to pursue those fields? If not, when do differences arise and are they affected by environmental factors?

Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science

The authors predict that belonging will have a particularly strong influence on interest because belonging is a fundamentally important motivator. They also examine a potentially important individual difference that may affect belonging- whether students feel that they personally fit the stereotype of a computer scientist.

Determining the Effects of Computer Science Education at the Secondary Level on STEM Major Choices in Postsecondary Institutions in the United States

1) To what extent does taking more units in computer science courses predict students’ STEM major choices in 4-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, social economic status (SES), and racial background? 2) To what extent does taking more units in computer science courses predict students’ STEM major choices in 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background? 3) To what extent does taking more units in computer science courses lead to a significant difference in students’ major choices between4-year and 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background?

Social cognitive predictors of the interests and choices of computing majors: Applicability to underrepresented students

To extend prior research on SCCT in the context of STEM fields by examining the theory’s potential for understanding the interests and choices of students in the computing disciplines, including two groups of students that remain substantially underrepresented in computing (i.e., women and African Americans).