| Summary: | Although a concern for gender equity provided the framework for this research,
the results of this study highlighted the fact that the question of equity should be
broadened to include concern for the tier of talented women and men who currently
choose not to persist in an undergraduate computer science major. This investigation
captured the experience of three male and two female first year undergraduate
computer science majors (and two instructors) over the course of their first two college
terms. Sources of data included interviews, classroom observations, electronic mail
journal comments, and casual conversation.
Subtle elements of potential gender discrimination were a part of the rich data
collected but the students did not mention such factors. Rather, in faithfully
portraying the students' perspectives, this research presented the students' candid
discussion of the function of more obvious factors in their experiences.
Difficulties with concepts of mathematical proof and computer programming
were significant factors in the students' experiences. Students not experienced with
mathematical proof or computer programming failed to develop an understanding of
the basic principles in the respective course. Student difficulties were matched by the
struggles of teaching faculty as they looked for input to support improvement in their
teaching.
Many of the factors identified by the students were found in the general
undergraduate experience. All of the students knew little about careers in computer
science and were anxious to learn more. The female students wanted their career to
involve work they enjoyed. The male students wanted assurances that they could
compete and find financial security in their career. The students valued support they
found in a variety of forms and were disappointed in the lack of support found in
advising sessions. Students struggled with inadequate study skills to meet demanding
course expectations.
This research identified factors in the culture of undergraduate computer
science education that impacted students' decisions to persist, or not persist, in the
field. The results indicate changes and provide a basis for the design of interventions
aimed at creating an environment that will equitably support all persons in pursuit of
an undergraduate computer science degree. === Graduation date: 1996
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