Minority Female High School Students’ Identity Development and Motivation to Pursue and Persist in Information Technology

• In Event: Experiences in Higher Education

Abstract

This preliminary study explores minority female high school students' identities and their motivation to pursue and persist IT careers. Using identity-based motivation theory, it discovers how students construct their identities, readiness to take action, and interpretation of challenges and persistence in IT careers. Seven minority female juniors and seniors enrolled in a year-long IT workforce training dual-enrollment program participated. Semi-structured interviews and the life grid technique were used to recall and organize responses. The study highlights the importance of creating supportive environments that nurture diverse backgrounds, personal interests, and educational aspirations.

Authors

• Mihee Park, Auburn University

• Xue Xing, University of Nevada - Las Vegas