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Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review

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Abstract

This paper offers a synthesis on computing identity and the experiences of women and minoritized populations in computing and computer science in higher education. Examining computing identity and its role in the computing experiences of minoritized undergraduates can help us better understand ways to engage and support women and minoritized individuals in the computing field thus increasing participation and persistence of these groups in computing. In this article, we present a review of research literature on computing identity within the experiences of women and minoritized undergraduate students in computing. The research questions guiding this work are: (1) What research literature exists about computing identity?, (2) According to existing literature, what are the experiences of women and racially minoritized undergraduates in computing (e.g., persons who identify as Black, Hispanic/Latinx, Indigenous people)?, and (3) What theoretical frameworks are used to guide existing computing identity literature? Emergent themes include the need to focus on exposure to computing, persistence, career expectations, and engagement. While there is no consensus on a computer identity framework, there is research guided by social cognitive career theory, social identity theory, and practice theory. We conclude that computing identity, including its multiple conceptualizations, offers multiple opportunities for informing and broadening participation of minoritized populations in computing. Future research should include further conceptual exploration of computing identity.

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Funding was provided by the National Science Foundation (Grant No. 1831964). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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  1. University of Michigan, Industrial and Operations Building, 1205 Beal Ave, Ann Arbor, MI, 48109, USA

    Nagash Clarke, Joi-Lynn Mondisa, Carin Queener Schemanske & Anu Tuladhar

  2. Mount Holyoke College, 50 College Street, South Hadley, MA, 01075, USA

    Becky Wai-Ling Packard

  3. Morehouse College, 830 Westview Dr SW, Atlanta, GA, 30314, USA

    Kinnis Gosha

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Clarke, N., Mondisa, JL., Packard, B.WL. et al. Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review. J Comput High Educ 36, 773–812 (2024). https://doi.org/10.1007/s12528-023-09375-0

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