2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Presented at Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Key Words
Gender, Computer Science, Information Technology, 2 Year Institution

Introduction
Since 2014, women have comprised just one-fifth of those graduating with associate degrees in computing and information systems (CIS) [1]. The CIS gender gap in community colleges (CCs) is particularly concerning from an equity perspective, since these institutions provide crucial access to post-secondary education, including for the socioeconomically disadvantaged, first-generation, older, and Hispanic college students they disproportionately serve [2]. However, little research and programming focuses on supporting gender equity1 within computing programs within CCs. This issue has motivated the National Center for Women & Information Technology (NCWIT) Extension Services (ES) to expand its programming to CCs. This paper shares initial related lessons that may be useful to others with similar aspirations.

ES helps address the gender gap in computing through its Learning Circles (LC), which provide resources and support to change leader teams (CLT) from institutions working to expand gender equity in their undergraduate computing programs. CLTs attend monthly meetings to discuss research and strategies related to recruiting and retaining women in computing. The teams are supported by an expert consultant as they assess their departmental needs and produce a strategic recruitment and retention plan. ES provides funding to support implementation.

Evaluation feedback suggests that the LCs broadly provide essential structure and resources for developing and implementing strategic recruitment and retention plans. To understand how to better serve CCs in this work, this paper asks: 1) What are the needs of community colleges that are trying to advance gender equity in undergraduate computing? and 2) What NCWIT resources support their gender equity work?

Data & Methods
This paper relies on surveys, interviews, and the personal reflections of computing faculty who participated in an LC.

Findings
Findings show that CC CLTs emphasize their unique needs and challenges, which require resources and support that are tailored to their context. The teams found several resources useful, particularly the one-on-one guidance of expert ES consultants and staff, as well as a self-assessment and student entry survey, which allowed them to better understand—and convincingly communicate to their colleagues—the state of gender equity in their departments. Some teams also identified student recruitment and retention workbooks and tip sheets as helpful. Top 10 Ways to Recruit Underrepresented Students to Your Undergraduate Computing Program and the Strategic Planning for Retaining Women in Undergraduate Computing workbook are two examples that CLTs mentioned. Finally, the CLTs unanimously reported that the gift funds NCWIT provided were helpful for implementing some of their goals. On the other hand, resources like the Tracking Tool—which schools can use to longitudinally collect and assess enrollment, attrition, retention, and completion data—were designed for 4-year schools and are not yet useful for 2-year institutions.

Endnotes
1In this paper, “gender equity” refers to the conditions in which sufficient policies and practices are in place to support equal outcomes for students regardless of gender.

References
[1] J. Ma and S. Baum. “Trends in Community Colleges: Enrollment, Prices, Student Debt, and Completion.” College Board Research: Research Brief, 2016. [Online]. Available: https://research.collegeboard.org/pdf/trends-community-colleges-research-brief.pdf (accessed July 6, 2021).

Authors
  1. Dr. Erin Carll University of Washington [biography]
  2. Dr. Gretchen Achenbach University of Virginia [biography]
  3. Prof. Nancy Binowski County College of Morris [biography]
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  • 2 Year Institution
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