Mediators of Planned Behavior for Computing Graduate Education: A Multigroup Examination of Mentoring and Self-Confidence

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Navigation the STEM Experience in Graduate Education (Table 4)

Abstract

Despite decades of attention, inequities persist by gender and race/ethnicity in STEM. In computing education, the focus of this study, institutional actors must look to critical junctures between educational degree levels to explore possible ways to disrupt processes of social reproduction. Examining the relationship between planning to attend graduate school, the power dynamics within mentoring relationships, and self-confidence, this study uses multi-group SEM with students enrolled at 15 U.S research institutions to examine how inequities in computing graduate pathways manifest during undergraduate education. Findings indicate that pathways from undergraduate to graduate education vary significantly by gender and race/ethnicity in surprising and inequitable ways that must be stemmed if efforts to diversify computing are to be realized.

Authors

• Annie M. Wofford, Florida State University
  Presenting Author

• Linda DeAngelo, University of Pittsburgh
  Presenting Author

• Christa E. Winkler, Mississippi State University
  Presenting Author