View in EDS HTML Full Text PDF Full Text

A Qualitative Case Study of Historically Underserved Community College Students' Experiences in Information Technology Programs.

Saved in:
Bibliographic Details
Title: A Qualitative Case Study of Historically Underserved Community College Students' Experiences in Information Technology Programs.
Authors: Divaker, Rachel Dean1 (AUTHOR) r.dean@ufl.edu, Ortagus, Justin C.1 (AUTHOR), Byron, Lindsay1 (AUTHOR)
Source: Community College Review. Apr2026, Vol. 54 Issue 2, p184-215. 32p.
Subject Terms: *Minority students, *Information technology, *Counseling in higher education, *Online education, *Career development, *Community college students, Self-efficacy, Women engineering students
Abstract: Objective/Research Question: This study explores the experiences of historically underserved community college students, specifically women and racially underrepresented minorities, enrolled in IT programs. It seeks to understand how these students perceive their academic experiences and how these influence workforce preparation and career aspirations. Research questions include: What are the curricular and non-curricular experiences of women and underrepresented minority students in IT programs? How do these students perceive the connection between their coursework and workforce preparation? How do barriers to success in IT affect their self-efficacy and career aspirations? Methods: A case study of 83 IT students was conducted using semi-structured interviews to explore experiences with interventions to improve advising, workforce preparation, and self-efficacy. Findings: Four themes emerged: (1) frustration with misguided academic advising; (2) students struggled with self-directed learning and lack of hands-on experiences in online classes; (3) coding labs, industry videos, and online tutoring enhanced workforce preparation; and (4) interventions boosted students' sense of self-efficacy and confidence in IT. Conclusions/Contributions: Effective interventions are key to enhancing IT community college students' workforce readiness and academic success for underrepresented students. [ABSTRACT FROM AUTHOR]
Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191949813
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Qualitative Case Study of Historically Underserved Community College Students' Experiences in Information Technology Programs.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Divaker%2C+Rachel+Dean%22">Divaker, Rachel Dean</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> r.dean@ufl.edu</i><br /><searchLink fieldCode="AR" term="%22Ortagus%2C+Justin+C%2E%22">Ortagus, Justin C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Byron%2C+Lindsay%22">Byron, Lindsay</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Community+College+Review%22">Community College Review</searchLink>. Apr2026, Vol. 54 Issue 2, p184-215. 32p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Minority+students%22">Minority students</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+technology%22">Information technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Counseling+in+higher+education%22">Counseling in higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+college+students%22">Community college students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Women+engineering+students%22">Women engineering students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective/Research Question: This study explores the experiences of historically underserved community college students, specifically women and racially underrepresented minorities, enrolled in IT programs. It seeks to understand how these students perceive their academic experiences and how these influence workforce preparation and career aspirations. Research questions include: What are the curricular and non-curricular experiences of women and underrepresented minority students in IT programs? How do these students perceive the connection between their coursework and workforce preparation? How do barriers to success in IT affect their self-efficacy and career aspirations? Methods: A case study of 83 IT students was conducted using semi-structured interviews to explore experiences with interventions to improve advising, workforce preparation, and self-efficacy. Findings: Four themes emerged: (1) frustration with misguided academic advising; (2) students struggled with self-directed learning and lack of hands-on experiences in online classes; (3) coding labs, industry videos, and online tutoring enhanced workforce preparation; and (4) interventions boosted students' sense of self-efficacy and confidence in IT. Conclusions/Contributions: Effective interventions are key to enhancing IT community college students' workforce readiness and academic success for underrepresented students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191949813
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00915521251400690
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 184
    Subjects:
      – SubjectFull: Minority students
        Type: general
      – SubjectFull: Information technology
        Type: general
      – SubjectFull: Counseling in higher education
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Community college students
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Women engineering students
        Type: general
    Titles:
      – TitleFull: A Qualitative Case Study of Historically Underserved Community College Students' Experiences in Information Technology Programs.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Divaker, Rachel Dean
      – PersonEntity:
          Name:
            NameFull: Ortagus, Justin C.
      – PersonEntity:
          Name:
            NameFull: Byron, Lindsay
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00915521
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Community College Review
              Type: main
ResultId 1