ECR Core Research: Investigating Computer Science Departmental Diversity Efforts to Identify Levers for Change

ECR 核心研究：调查计算机科学部门的多元化努力，以确定变革的杠杆

• 批准号: 2200706
• 负责人: Wendy DuBow
• 金额: $ 49.99万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200706&HistoricalAwards=false
• 关键词: ECR; Core; Research; Investigating; Computer

This study addresses the longstanding problem of the lack of diversity among persons studying and working in the field of computer science (CS). The statistics describing the gender and race/ethnicity of those who earn CS degrees tell a story of a discipline that has been slow to change. The percentage of CS undergraduate degrees that have been earned by women has barely risen in nearly two decades. The lack of representation of Hispanic, African American, and Native American students in computing over the past few decades is even direr. And yet many CS departments have undertaken a wide variety of efforts to broaden participation in computing (BPC). While BPC efforts have been studied, the research until now has not examined a key lever that helps or hinders progress: faculty members’ attitudes toward diversity and their department’s BPC efforts. This project will seek to understand more about these faculty attitudes, supports, and obstacles to provide research-based recommendations to those who wish to diversify the students graduating with computing degrees. This diversification is important because today’s students are society’s future technologists, so they should reflect the society they will soon serve.This research study will take a phenomenological qualitative approach to explore faculty attitudes, conceptions, and beliefs about broadening participation in computing (BPC) initiatives. The researchers will collect interview data from faculty and administrators in three different computer science departments chosen from among the top 25 undergraduate CS degree producers in the US. Each institution in the sample has been significantly involved in diversity efforts at the departmental level, with some successes, but with a notable lack of success in certain areas. The study’s main research question will be: What organizational conditions support or hinder faculty uptake of BPC efforts in high undergraduate-degree producing computing departments? Because faculty work within organizational systems that help or hinder their ability to produce and sustain change in their departments, the study draws upon neo-institutional theory. This theory helps clarify the role that faculty beliefs and actions play in responding to and co-creating departmental culture, including fostering inclusive departmental climates for non-majority populations. The study’s goal is to build a knowledge base of what supports and hinders departmental diversity efforts, and what organizational conditions are necessary for change to take hold. This knowledge base can lead to new interventions relative to BPC and CS faculty, as well as related research in other disciplines or other higher education institution types.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest interventions and innovations to address persistence.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这项研究解决了计算机科学 (CS) 领域学习和工作人员缺乏多样性的长期问题。描述获得 CS 学位的人的性别和种族/族裔的统计数据讲述了这一学科的故事。近二十年来，女性获得计算机科学本科学位的比例几乎没有上升，而在过去的几十年里，西班牙裔、非裔美国人和美国原住民学生在计算机领域的代表性不足则更为严重。许多计算机科学部门已经采取了各种各样的努力虽然对 BPC 的努力进行了研究，但迄今为止，该研究尚未检验有助于或阻碍进步的关键杠杆：教师对多样性的态度及其部门的 BPC 努力。了解这些教师的态度、支持和障碍，为那些希望计算机学位毕业的学生提供基于研究的建议。这种多样化很重要，因为今天的学生是社会未来的技术专家，因此他们应该反映他们即将服务的社会。 。这研究将采用现象学定性方法来探讨教师对扩大计算机参与 (BPC) 计划的态度、概念和信念。研究人员将从三个不同计算机科学系的教师和管理人员中收集访谈数据，这些教师和管理人员是从前 25 名本科生中选出的。美国的计算机科学学位培养者都在部门层面大力参与了多元化工作，并取得了一些成功，但在某些领域明显缺乏成功。该研究的主要研究问题是：组织条件如何。支持或阻碍教师的吸收由于教师在能够帮助或阻碍其部门产生和维持变革的组织系统内工作，因此该研究借鉴了新制度理论，该理论有助于阐明教师的角色。信念和行动在响应和共同创造部门文化方面发挥着作用，包括为非多数群体培育包容性的部门氛围。该研究的目标是建立一个知识库，了解哪些因素支持和阻碍部门多元化的努力，以及哪些组织条件是必要的。改变采取该知识库可以为 BPC 和 CS 教师以及其他学科或其他高等教育机构类型的相关研究带来新的相关干预。该项目得到了 NSF 的 EHR 核心研究 (ECR) 计划的支持。产生该领域基础知识的基础 STEM 教育研究是在重要、广泛和持久的关键领域进行的：STEM 学习和 STEM 学习环境、扩大 STEM 的参与以及 STEM 劳动力发展。强有力的证据为理解工作提供信息，建立理论来解释，并建议干预措施和创新来解决持久性问题。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。