Venable, Melissa
Gender Differences in Online Learning: Insights from recent graduates Artikel
In: eLearn, Bd. 2021, Nr. 6, 2021, ISSN: 1535-394X.
Abstract | Links | BibTeX | Schlagwörter: A, Diversity, Gender, online learning, online studying
@article{Venable2021,
title = {Gender Differences in Online Learning: Insights from recent graduates},
author = {Melissa Venable},
url = {https://doi.org/10.1145/3473344.3460821
https://elearnmag.acm.org/archive.cfm?aid=3460821&doi=10.1145%2F3473344.3460821},
doi = {10.1145/3473344.3460821},
issn = {1535-394X},
year = {2021},
date = {2021-07-30},
journal = {eLearn},
volume = {2021},
number = {6},
abstract = {How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.},
keywords = {A, Diversity, Gender, online learning, online studying},
pubstate = {published},
tppubtype = {article}
}
How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.
Paek, Seungoh; Leong, Peter; Johnson, Philip M.; Moore, Carleton
Beyond course work: expanding what’s valued in computer science degree programs Artikel
In: Journal of Applied Research in Higher Education, Bd. 13, Nr. 3, S. 741–758, 2020, ISSN: 2050-7003.
Abstract | Links | BibTeX | Schlagwörter: Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention
@article{nokey,
title = {Beyond course work: expanding what’s valued in computer science degree programs},
author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},
url = {https://doi.org/10.1108/JARHE-12-2019-0317},
doi = {10.1108/JARHE-12-2019-0317},
issn = {2050-7003},
year = {2020},
date = {2020-09-04},
journal = {Journal of Applied Research in Higher Education},
volume = {13},
number = {3},
pages = {741–758},
publisher = {Emerald Publishing Limited},
abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},
keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},
pubstate = {published},
tppubtype = {article}
}
As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.
Cox, Bradley E.; Edelstein, Jeffrey; Brogdon, Bailey; Roy, Amanda
Navigating Challenges to Facilitate Success for College Students with Autism Artikel
In: The Journal of Higher Education, Bd. 92, Nr. 2, S. 252–278, 2020.
Abstract | Links | BibTeX | Schlagwörter: accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving
@article{Cox2020,
title = {Navigating Challenges to Facilitate Success for College Students with Autism},
author = {Bradley E. Cox and Jeffrey Edelstein and Bailey Brogdon and Amanda Roy},
url = {https://doi.org/10.1080/00221546.2020.1798203},
doi = {10.1080/00221546.2020.1798203},
year = {2020},
date = {2020-08-25},
journal = {The Journal of Higher Education},
volume = {92},
number = {2},
pages = {252–278},
abstract = {Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum.},
keywords = {accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving},
pubstate = {published},
tppubtype = {article}
}
Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum.
FriezeEmail, Carol; Quesenberry, Jeria L.; Kemp, Elizabeth; Velázquez, Anthony
In: Journal of Science Education and Technology, Bd. 21, Nr. 4, S. 423–439, 2011, ISSN: 1573-1839.
Abstract | Links | BibTeX | Schlagwörter: A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit
@article{Frieze2012,
title = {Diversity or Difference? New Research Supports the Case for a Cultural Perspective on Women in Computing},
author = {Carol FriezeEmail and Jeria L. Quesenberry and Elizabeth Kemp and Anthony Velázquez},
url = {https://doi.org/10.1007/s10956-011-9335-y
https://twitter.com/lauralindal/status/1098942462012338177 },
doi = {10.1007/s10956-011-9335-y},
issn = {1573-1839},
year = {2011},
date = {2011-09-08},
urldate = {2019-03-20},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {423–439},
publisher = {SpringerLink},
abstract = {Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.},
keywords = {A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit},
pubstate = {published},
tppubtype = {article}
}
Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.