Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-12-2024

Abstract

Throughout millennia systemic restrictions have prevented women from full participation in science. Even now, with science ubiquitous to life as we know it, double standards impact women’s access and equal participation in STEM. Computer science (CS) is one STEM field where women remain significantly underrepresented in both academia and the workforce, yet despite decades worth of semi-annual reporting, there is still no consensus as to why. A survey was deployed to twenty-nine institutions inviting women doctoral students in CS to participate in personal interviews. Six women from different institutions at different stages of their programs responded. Qualitative interviews using phenomenological methods and artifact elicitation assisted the women in sharing their lived educational experiences. Research results demonstrate how, despite socio-historic systemic challenges, stereotyping, and gender bias, women doctoral students persevere in computer science. Recommendations based on the research findings may assist educational administrators and policymakers.

Keywords

Artifact elicitation, Cognitive Learning Theory, Community Cultural Wealth Theory, Socio-historic Environment, Persistence:

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden, EdD

Second Committee Member

Tyson Marsh, PhD

Third Committee Member

Trenia Walker, EdD

Fourth Committee Member

Paula Smith-Hawkins, PhD

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