Differential Gender Outcomes of Career Exploration Sessions for African American Undergraduates: An Examination of a Computing Science Outreach Effort at Predominantly White Institutions

Abstract

Increased efforts are being made by key entities (e.g., the National Science Foundation) within the United States to support various strategies aimed at broadening participation in science, technology, engineering, and mathematics (STEM) fields. Consistent with these efforts, strategic attention has been placed on targeting African Americans in the computing sciences. Previous research on computing sciences intervention efforts (e.g., Chase & Okie, 2000; Hale, 2002) revealed that even when positive outcomes occur, they tend to vary by gender. As such, this study examined the differential gender outcomes of a computing sciences outreach effort aimed at broadening participation of African Americans in degree programs and career options at predominantly White institutions. The results of this study highlight the need to address the varying needs of targeted participants based on gender when designing and implementing similar programs.

Citation

Jackson, J.F.L. and Charleston, L.J. (2012), "Differential Gender Outcomes of Career Exploration Sessions for African American Undergraduates: An Examination of a Computing Science Outreach Effort at Predominantly White Institutions", Renée Chambers, C. and Vonshay Sharpe, R. (Ed.) Black Female Undergraduates on Campus: Successes and Challenges (Diversity in Higher Education, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 185-197. https://doi.org/10.1108/S1479-3644(2012)0000012012