Supporting Retention and Career Development in Computer Science: A Multi-Level Needs Assessment of Low-Income First-Year Students

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Roundtable Session 8: Student Learning and Development in College and Beyond

Abstract

This study investigates how institutional supports influence academic persistence and early career development among low-income first-year computer science students. Guided by a multi-level institutional framework and Social Cognitive Career Theory, we analyze interviews, surveys, and institutional data from students, mentors, and staff in an NSF-funded Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program. Findings reveal a disconnect between student needs and program design, driven by structural barriers and unclear expectations. Despite low program participation, students demonstrated strong self-efficacy and completed significantly more credit hours than peers. The study highlights the need for equity-centered, responsive systems of support in computing education.

Authors

• Nicholas Burkhart, University of Cincinnati

• Justin Zhan, University of Cincinnati

• Youn Seon Lim, University of Cincinnati

• Whitney Gaskins, University of Cincinnati

• Daniel Dong, University of Cincinnati

• Michelle Encalada, University of Cincinnati

• Julia A. Holton, University of Cincinnati