Capitalizing on opportunity outside the classroom: Exploring supports and barriers to the professional development activities of computer science and engineering majors

Journal of Women and Minorities in Science and Engineering

Volumn 17, Issue 2, 2011, Pages 173-192

  Holland, Jonathan M ^a   Major, Debra A ^a   Morganson, Valerie J ^a   Orvis, Karin A ^a  

^a OLD DOMINION UNIVERSITY   (United States)

Author keywords

Capitalization; Computer science students; Engineering students; Gender differences; Professional development; Supports and barriers; Women in science

Indexed keywords

EID: 80051771431     PISSN: 10728325     EISSN: None     Source Type: Journal    
DOI: 10.1615/jwomenminorscieneng.2011002913     Document Type: Article

References (57)

1. Adler, P.S. and Kwon, S.W., Social capital: Prospects for a new concept, Acad. Manage. Rev., vol. 27, pp. 17-40, 2002.
2. Adams, B., Jenson, K., Lester, R., Olson, D.M., and Tennant, J., Coping strategies for women in computer science, J. Comput. Sci. Coll., vol. 21, pp. 76-90, 2006.
3. Bandura, A., Ross, D., and Ross, S.A., Vicarious reinforcement and imitative learning, J. Abnorm. Soc. Psychol., vol. 67, pp. 601-607, 1963.
4. Beidler, J., Holz, H., Yasuhara, K., and Adams, E.J., The many facets of diversity, Panel discussion presented at the 36th Annual SIGCSE Conf., St. Louis, MO, USA, 2005.
5. Bélanger, F., Lewis, T., Kasper, G., Smith, W., and Harrington, K., Are computing students different? An analysis of coping strategies and emotional intelligence, IEEE Trans. Educ., vol. 50, pp. 188-196, 2007.
6. Blau, G., Andersson, L., Davis, K., Daymont, T., Hochner, A., Koziara, K., Portwood, J., and Holladay, B., The relation between employee organizational and professional development activities, J. Vocat. Behav., vol. 72, pp. 123-142, 2008.
7. Brown, N.W. and Cross, E.J., Coping resources and family environment for female engineering students, J. Coll. Stud. Dev., vol. 31, pp. 282-288, 1997.
8. Button, S.B., Mathieu, J.E., and Zajac, D.M., Goal orientation in organizational research: A conceptual and empirical foundation, Org. Behav. Hum. Decis. Process., vol. 67, pp. 26-48, 1996.
9. Camp, T., The incredible shrinking pipeline, ACM SIGCSE Bull., vol. 34, pp. 129-134, 2002.
10. Carnegie Foundation for the Advancement of Teaching, 2005 The Carnegie Classification of Institutions of Higher Education, Retrieved Oct. 2, 2010, from http://classifications.carnegiefoundation.org.
11. Cortina, J., Zaccaro, S., McFarland, L., Baughman, K., Wood, G., and Odin, E., Promoting Realistic Self- Assessment as the Basis for Effective Leader Self-Development, ARI Research Note 2004-05, Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.
12. Crisp, G., Nora, A., and Taggart, A., Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a stem degree: An analysis of students attending a Hispanic serving institutions, Am. Educ. Res., vol. 46, pp. 924-942, 2009.
13. Deci, E., Intrinsic motivation, extrinsic reinforcement, and inequity, J. Pers. Soc. Psychol., vol. 22, pp. 113-120, 1972.
14. Dickinson, W.L., Increasing Coping Resources: An Experimental Intervention Approach, Dissertation Abstr. Int.: Sci. Eng. US, ProQuest Information and Learning, vol. 67, p. 7370, 2007.
15. Fiegener, M.K., S&E: 1996-006 (NSF 08-321), Arlington, VA: The National Science Foundation Division of Science Resources Statistics, Retrieved from http://www.nsf.gov/statistics/nsf08321/, 2008.
16. Foster, T.J., Foster, M.S., Flaugh, K., Kinschner, J., Locke, E., and Pidlock, N., An empirical test of Hall and Sandler's 1982 report: Who finds the classroom climate chilly?, Paper presented at the Annual Meeting of the Central States Communication Association, Oklahoma City, OK, 1994.
17. Guizzo, E., The EE gender gap is widening, IEEE Spectrum, vol. 1, p. 23, 2008.
18. Hackett, G., Betz, N., Casas, J., and Rocha-Singh, I., Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering, J. Couns. Psychol., vol. 39, pp. 527-538, 1992.
19. Hill, C., Corbett, C., St. Rose, A., and American Association of University Women, Why So Few?: Women in Science, Technology, Engineering, and Mathematics, Washington, DC: AAUW, 2010.
20. Hurtz, G. and Williams, K., Attitudinal and motivational antecedents of participation in voluntary employee development activities, J. Appl. Psychol., vol. 94, pp. 635-653, 2009.
21. Ibarra, H., Provisional selves: Experimenting with image and identity in professional adaptation, Adm. Sci. Q., vol. 44, pp. 764-791, 1999.
22. Information Technology Association of America, Report of the ITAA Blue Ribbon Panel on IT Diversity, National IT Workforce Convocation, Arlington, VA, 2003.
23. Judge, T. and Hurst, C., Capitalizing on one's advantages: Role of core self-evaluations, J. Appl. Psychol., vol. 92, pp. 1212-1227, 2007.
24. Kim, M.K. and Conrad, C., The impact of historically black colleges and universities on the academic success of African-American students, Res. Higher Educ., vol. 47, pp. 399-427, 2006.
25. Kirk, M. and Zander, C., Bridging the digital divide by co-creating a collaborative computer science classroom, J. Comput. Sci. Coll., vol. 18, pp. 117-125, 2002.
26. Lent, R., Brown, S., Brenner, B., Chopra, S., Davis, T., Talleyrand, R., and Suthakaran, V., The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses, J. Couns. Psychol., vol. 48, pp. 474-483, 2001.
27. Lent, R., Brown, S., and Hackett, G., Contextual supports and barriers to career choice: A social cognitive analysis, J. Couns. Psychol., vol. 47, pp. 36-49, 2000.
28. Lent, R., Brown, S., Schmidt, J., Brenner, B., Lyons, H., and Treistman, D., Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models, J. Couns. Psychol., vol. 50, pp. 458-465, 2003.
29. Lent, R., Brown, S.D., Sheu, H., Schmidt, J., Brenner, B.R., Wilkins, G., Lyons, H., Treistman, D., Schmidt, L.C., Gloster, C.S., and Schmidt, J., Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities, J. Couns. Psychol., vol. 52, pp. 84-92, 2005.
30. Lent, R., Sheu, H., Gloster, C., and Wilkins, G., Longitudinal test of the social cognitive model of choice in engineering students at historically black universities, J. Vocat. Behav., vol. 76, pp. 387-394, 2010.
31. Lent, R., Sheu, H., Singley, D., Schmidt, J., Schmidt, L., and Gloster, C., Longitudinal relations of selfefficacy to outcome expectations, interests, and major choice goals in engineering students, J. Vocat. Behav., vol. 73, pp. 328-335, 2008.
32. Margolis, J. and Fisher, A., Unlocking the Clubhouse: Women in Computing, Cambridge: MIT Press, 2002.
33. Maurer, T., Lippstreu, M., and Judge, T., Structural model of employee involvement in skill development activity: The role of individual differences, J. Vocat. Behav., vol. 72, pp. 336-350, 2008.
34. Maurer, T., Weiss, E., and Barbeite, F., A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables, J. Appl. Psychol., vol. 88, pp. 707-724, 2003.
35. Mayo, C., Training for positive marginality, In C.L. Bickman, Ed., Applied Social Psychology Annual, Vol. 3, Beverly Hills, CA, USA: SAGE, pp. 57-73, 1982.
36. Mikkelsen, A., Saksvik, P., Eriksen, H., and Ursin, H., The impact of learning opportunities and decision authority on occupational health, Work Stress, vol. 13, pp. 20-31, 1999.
37. Morganson, V.J., Jones, M.P., and Major, D.A., Understanding women's underrepresentation in science, technology, engineering, and mathematics: The role of social coping, Career Dev. Q., vol. 59, pp.169-179, 2010.
38. National Academies of Sciences Committee on the Guide to Recruiting and Advancing Women Scientists and Engineers in Academia, Committee on Women in Science and Engineering, National Research Council, To Recruit or to Advance: Women Students and Faculty in Science and Engineering, Washington, DC: National Academies of Sciences, 2006.
39. National Science Foundation, Higher Education in Science and Engineering, Science and Engineering Indicators, Chap. 2, Retr. June 13, 2010, from http://www.nsf.gov/statistics/seind08/c2/c2h.htm, 2008.
40. Noe, R. and Wilk, S., Investigation of the factors that influence employees' participation in development activities, J. Appl. Psychol., vol. 78, pp. 291-302, 1993.
41. Perna, L., Wagner, V.L., Drezner, N.D., Gasman, M., Yoon, S., Bose, E., and Gary, S., The contribution of HBCUs to the preparation of African American women for STEM careers: A case study, Res. Higher Educ., vol. 50, pp. 1-23, 2009.
42. Planty, M., Kena, G., and Hannes, G., The Condition of Education 2009 in Brief (NCES 2009-082), U.S. Department of Education, National Center for Education Statistics, Institute of Education Statistics, Washington, DC: U.S. Government Printing Office, 2009.
43. Pratt, M.G., Rockmann, K.W., and Kaufmann, J.B., Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents, Acad. Manage. J., vol. 49, pp. 235-262, 2006.
44. Roldan, M., Soe, L., and Yakura, E.K., Perceptions of chilly IT organizational contexts and their effect on the retention and promotion of women in IT, Proc. of SIGMIS 2004, pp. 108-113, 2004.
45. Rudman, L. and Fairchild, K., Reactions to counterstereotypic behavior: The role of backlash in cultural stereotype maintenance, J. Pers. Soc. Psychol., vol. 87, pp. 157-176, 2004.
46. Salter, D. and Persaud, A., Women's views of the factors that encourage and discourage classroom participation, J. Coll. Stud. Dev., vol. 44, pp. 831-844, 2003.
47. Schwarzer, R. and Knoll, N., Positive coping: Mastering demands and searching for meaning, In S.J. Lopez and C.R. Snyder, Eds., Positive Psychological Assessment: A Handbook of Models and Measures, Washington, DC: American Psychological Association, pp. 393-409, 2003.
48. Settles, I., When multiple identities interfere: The role of identity centrality, Pers. Soc. Psychol. Bull., vol. 30, pp. 487-500, 2004.
49. Seymour, E. and Hewitt, N.M., Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.
50. Stewart, D.W., Focus Groups: Theory and Practice, Thousand Oaks, CA: Sage Publications, 2007.
51. Stokes, D. and Bergin, R., Methodology or "methodolatry"? An evaluation of focus groups and depth reviews, Qual. Market Res. Int. J., vol. 9, pp. 26-37, 2006.
52. Suresh, R., The relationship between barrier courses and persistence in engineering, J. Coll. Stud. Retention: Res., Theor., Pract., vol. 8, pp. 215-239, 2006.
53. Temporal, P., Self-Development groups in industry--What actually happens, Manage. Educ. Devel., vol. 13, pp. 3-9, 1982.
54. Tharenou, P., The relationship of training motivation to participation in training and development, J. Occup. Organiz. Psychol., vol. 74, pp. 599-621, 2001.
55. Tietjen, J.S. and Reynolds, B., Women engineers bridging the gender gap, Proc. Intl. Symp. Technol. Soc., New Brunswick, NJ, pp. 206-210, 1999.
56. Varma, R., Decoding the female exodus from computing education, Inf. Commun. Soc., vol. 10, pp. 181-193, 2007.
57. Whiting, V. and de Janasz, S., Mentoring in the 21st century: Using the internet to build skills and networks, J. Manage. Educ., vol. 28, pp. 275-293, 2004.