The Effectiveness of Social Science Research in Addressing Societal Problems: Broadening Participation in Computing

One important rationale for federal funding of social science research is its role in addressing pressing social problems. In this article we examine the impact of the National Science Foundation’s (NSF) Information Technology Workforce Program (ITWF) on broadening participation Computing and Information Technology careers. Established in 2000 in response to the declining participation of women and minorities in Computer Science education and Information Technology Careers, the ITWF supported close to $30 million in research before it ended in 2004. We document the quantitative and qualitative effects of this research funding both to illustrate the complex ways in which R&D funding can advance scientific understanding and to identify the challenges that such problem-driven social science research may encounter. The problem of diversity in the IT Workforce has not been solved, but we conclude that the ITWF program nonetheless had important effects on understanding of this problem and efforts to address it

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

Getting real: young women and girls, working futures, VET and VET in schools

Introduction “Getting Real? Young Women and Girls, Working Futures, VET and VET in Schools” is the report of research commissioned in 2004 by Security4Women (S4W), one of four National Women’s Secretariats funded through the Australian Government Office for Women (OFW). In 2003, S4W surveyed over 3000 women around Australia, to ascertain a representative view of women’s priorities concerning their lifelong economic well-being, despite the many differences inherent in the category ‘women’. Women, irrespective of age, education backgrounds and socio-economic status, were remarkably consistent in their choices, identifying the following as five areas of highest priority: work arrangements to help balance family and other responsibilities; affordable education and training for all ages; equal representation in management and leadership; equality of male and female wages and salaries; and education about financial and economic issues (Doughney J. et al/S4W, 2004). After consideration of existing and contemporary research activities in these five areas, and the inter-related nature of work-related or vocational education and training (VET) with the above identified issues, it was decided that in 2004/5 S4W would invest in research into affordable work-related education and training for women of all ages. The aim of this research is to enable S4W to propose policy development based on the outcomes of this research to enhance greater economic equity for women and to define measures to advocate and lobby for policy and legislative amendments on behalf of the women’s sector. Women in Adult and Vocational Education Inc [WAVE] was commissioned to undertake research for S4W. The interest in girls and young women in the Vocational Education and Training [VET] sector stems from a broader commitment to examine the position of women in Australia within Lifelong Learning, a global policy priority adopted and promoted by the OECD and European Union

Degree Completion of Underrepresented Minorities Majoring in Mathematics as a Function of Undergraduate Student Programs

Abstract Students with disabilities, minorities, and women are underrepresented in the critical demand courses of study in Science, Technology, Engineering, and Mathematics (STEM) undergraduate college enrollment. Institutions of higher education in the United States of America are challenged with a continuous need for undergraduate students to choose and earn a STEM degree. The 2019 annual report of Women, Minorities, and Persons with Disabilities in Science and Engineering indicated these groups continue to be disproportionately underrepresented relative to the U.S. population. In 2014, the U.S. Department of Education reported that upon graduation students studying mathematics in college have higher employment rates and salaries as compared to other college majors. National, federal, state, nonprofit, and private programs aimed at increasing underrepresented minority (URM) undergraduate degree completion and integrating student involvement through delivery of targeted programs are active in trying to meet this demand for STEM college to career. A causal comparative quantitative research design was utilized to analyze the program and degree completion of African American students at colleges and universities seeking an undergraduate degree in mathematics. The researcher used Alexander W. Astin’s theory of student involvement (1984) to examine elements of program delivery. The analyses indicate a statistically significant finding for degree completion at the colleges and universities which completed proposals and were awarded funding to initiate a program. The results of the independent samples t-test p \u3c 0.001 and a Hedges’ g large effect size = 0.8 suggests that colleges and universities advocate to access and implement the Historically Black Colleges and Universities Undergraduate Program to increase URM degree completion integrating as core the student involvement. Based on the results of the study, the future research of comparable programs for other underrepresented groups, such as students with disabilities and undergraduate majors, such as engineering are recommended

Computer Science and Information Technology (CSIT) Identity: An Integrative Theory to Explain Gender Gap in IT

While women constitute 46.6 percent of the US workforce, only 20 percent of women hold Computer Science and Information Technology (CSIT) related jobs. In addition, although CSIT related job prospects are growing significantly according to Bureau of Labor Statistics, it is astounding to discover that fewer women are participating in this opportunity. The number of women majoring in computing related areas declined by 80% in the last decade and a 93% decrease since its peak in 1982. Identity-based theories in science and engineering show identity-related measures affect student’s education and career persistence. We propose an integrative approach to examine gender differences within the central notion of computer science and information technology (CSIT) identity formation by drawing upon social cognitive career theory, theory of planned behavior, and the theory of identity. Better understanding of identity issues could suggest interventions that would lead to more gender equity in the CSIT field

A Mixed Methods Analysis of the Intersections of Gender, Race, and Migration in the High-Tech Workforce

Despite public policy initiatives and private sector investment to recruit more women, women’s participation in high-tech work has decreased since 1990. I use interviews with tech workers and nationally representative quantitative workforce data from the American Community Survey to examine the consequences of race, gender, and immigration for tech workers’ experiences and wages. While previous research shows a decrease in the proportion of women in tech work, these conclusions are somewhat misleading as they do not consider the intersections of race and migration with gender. I find only modest change in the absolute numbers of women. Rather, as the field grew, male migrant workers have primarily filled the new positions. Using only a gendered lens obscures the complicated racial and global dynamics of the tech workforce. I empirically examine three aspects of tech worker’s experience. First, I look at differences in wages by gender, race, and immigration status using decomposition techniques. I find that, despite the investment in recruiting women, there is a considerable wage gap that reflects the intersecting race, gender, and immigration inequalities. Second, I explore the kinds of work that tech workers do, and find that by mid-career many white women had moved into management position that emphasize interpersonal skills over technical skills. I call these positions “translational” as they are expected to translate technical information to management and business directives to technical teams. Finally, I examine how tech workers imagine the ideal engineer works. I find that many workers envision someone who is always at their computer working very long hours and constantly engaged in technical pursuits, but the workers I interviewed valued work/life balance. Managers had more control over their schedules but they also worked nights and weekends. Software developers and others in strictly technical positions worked closer to an 8-hour day. Meanwhile, technical work such as software development is increasingly done by migrant contract workers who work with legal restrictions that push them to work like the ideal engineer described in the interviews

Increasing the Enrolment of Women in IT at Fanshawe College

Women comprise over 50% of the population of Canada. At Fanshawe College, where I am a female professor in the School of Information Technology, approximately 95% of the students in my classes are male. The number of women enrolling in Information Technology (IT) programs has been declining in recent years, although enrolment of females in other post-secondary programs is increasing. Technology is becoming ever-present in the lives of young people, including girls and young women, yet education and employment in technology fields are not attracting women