COMPUGIRLS: Stepping Stone to Future Computer-Based Technology Pathways
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| Title: | COMPUGIRLS: Stepping Stone to Future Computer-Based Technology Pathways |
|---|---|
| Language: | English |
| Authors: | Lee, Jieun, Husman, Jenefer, Scott, Kimberly A. |
| Source: | Journal of Educational Computing Research. Apr 2015 52(2):199-223. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2015 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL-0833773 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Females, Culturally Relevant Education, Self Control, Disproportionate Representation, Computer Science, Information Technology, Program Descriptions, Comparative Analysis, Statistical Analysis, Futures (of Society), Self Concept, STEM Education, Adolescents, Enrichment Activities, Mentors, Curriculum, Minority Group Students, Student Recruitment, Surveys, Academic Persistence, Questionnaires, Academic Achievement |
| DOI: | 10.1177/0735633115571304 |
| ISSN: | 0735-6331 |
| Abstract: | The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of academic possible selves. The findings support that the COMPUGIRLS did not accelerate the program participants' academic possible selves. However, the program participants had a significantly higher growth rate in self-regulation than the comparison group. We argue that the higher growth rate of self-regulation could help the program participants achieve academic possible selves which is important for choosing technology career pathways. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2015 |
| Accession Number: | EJ1076312 |
| Database: | ERIC |
| Abstract: | The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of academic possible selves. The findings support that the COMPUGIRLS did not accelerate the program participants' academic possible selves. However, the program participants had a significantly higher growth rate in self-regulation than the comparison group. We argue that the higher growth rate of self-regulation could help the program participants achieve academic possible selves which is important for choosing technology career pathways. |
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| ISSN: | 0735-6331 |
| DOI: | 10.1177/0735633115571304 |
