Displaying all 29 results
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- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez, University of Puerto Rico, Mayaguez; Manuel A. Jimenez, University of Puerto Rico Mayaguez; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus
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Paper ID #34427Work in Progress: Building Career Goals and Boosting Self-efficacy inEngineering StudentsDr. Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus Sonia M. Bartolomei-Suarez is a Professor of Industrial Engineering at the University of Puerto Rico Mayag¨uez (UPRM). She graduated with a BS in Industrial Engineering from UPRM (1983), a MSIE (1985) from Purdue University, and a PhD in Industrial Engineering (1996) from The Pennsylvania State University. Her teaching and research interests include: Discrete Event Simulation, Facilities Planning, Material Handling Systems, Women in Academia in
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda Melinda McLeroy, North Carolina Agricultural and Technical State University; Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University
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Epsilon, Computer Science Honor Society, American Society of Engineering Education’s Electronic Technology and Women in Engineering Divisions, and American Association of University Women. American c Society for Engineering Education, 2021 Parental Academic Socialization and the Advancement of Black Women in STEM: A Literature Review (Research) Amanda McLeroy, M.S. and Dr. Evelyn Sowells-BooneAbstractAlthough there is a high priority placed on science, technology, engineering, and math (STEM)education across the country, a shortage exists among girls and women who pursue STEMdegrees and careers. The underrepresentation of
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Ricardo Miguel Garcia Pineda, Texas A&M University - Kingsville; Jaya S. Goswami, Texas A&M University - Kingsville
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a TexasA&M University-Kingsville (TAMUK), a Minority Serving Institution (MSI). Few STEMstudents get the opportunity to experience an authentic work environment before being thrustinto the workforce after graduation. Exposing college students to research projects early in theiracademic careers has demonstrated strong evidence of improved student-persistence [1]. TheNational Academy of Sciences, Medicine, and Engineering states that students should developtheir own project-based learning opportunities that are part of a team project effort [2].To help STEM students increase their preparedness and readiness for their future careers,TAMUK offers a three-week summer research internship (SRI) program to TAMUK sophomoreand junior students
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- Minorities in Engineering Division Technical Session 4
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- Sylvia L. Mendez, University of Colorado at Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Comas Lamar Haynes, Georgia Tech Research Institute; Tammy Michelle McCoy, Georgia Institute of Technology; Molly Stuhlsatz, BSCS Science Learning
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centers on effective faculty mentoring practices, broadening participation in higher education, and the educational attainment and schooling experiences of Mexican descent youth in the mid-20th century.Dr. Sarah Elizabeth Cooksey, University of Colorado Colorado Springs Sarah Cooksey is a Ph.D. graduate from the University of Colorado Colorado Springs. She currently works at UCCS as a Research Assistant and Lecturer in the department of Leadership, Research, and Foundations and on a grant with the National Science Foundation trying to understand the career decision making process of underrepresented minorities in STEM fields. Sarah is a special education teacher in the state of Colorado, whose specific research
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- Minorities in Engineering Division Technical Session 5
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- Fethiye Ozis P.E., Northern Arizona University; Tina Zecher, Northern Arizona University; Nena E. Bloom, Northern Arizona University
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pursuingbaccalaureate degrees in engineering. Under a limited budget, three initiatives were designed tocreate a respectful and safe environment for students, faculty, and staff, to strengthen communitybonds and contribute to the cultivation of diverse student retention in the engineering college: aSpeaker Series, a Mentorship Program and Epic Fail. This paper presents the findings from ourformative evaluation of the EPIC program. Positive preliminary program results were obtained,suggesting improved self-belonging, self-efficacy and career interest in participants. Areas forimprovement were identified. It is the authors' hope that this work may provide context for otherinstitutions as they develop initiatives to move towards a more equitable and welcoming
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- Minorities in Engineering Division Technical Session 6
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- Denise M. Driscoll, Purdue University at West Lafayette (PPI); Maeve Drummond Oakes, CISTAR, Purdue University
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. The program was designed to enable participants to build a supportive, professional network, creating cohorts that would continue well after the summer.3. The program was designed to build and assess participant gains not only in research experience but also in their professional development, mentor/cohort relationships, and plans for their career.4. The program was designed to have broad reach in who was impacted, with cascading impact because of the participants selected.The CISTAR REM program speaks to how we should be designing summer programs and isconsistent with the growing body of evidence, captured well in the following quote: “Empiricaldata suggest that, although students from underrepresented racial minority backgrounds
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- Minorities in Engineering Division Poster Session
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- Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County
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[3]. These students were then dissected into various subgroups such as ethnicbackground, scholar program, and race to analyze their individual pre- and post-emotional stateassessment scores. Of the data obtained from the assessment, the Social Cognitive Career Theory (SCCT),was used as the framework to develop the Engineering State of Mind Instrument (ESMI).Contributing variables to emotional states of students, such as feelings of inclusion, coping self-efficacy, and engineering career success expectations were examined [3]. Data from this studyrevealed that students from underrepresented groups such as the Black, Latinx, and AmericanIndian populations feel less included in their engineering classes, in comparison to the
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
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their white counterparts in attaining STEM degrees. According to the National Science Board,from 2000 and 2015, the number of science and engineering degrees awarded to Hispanic studentshas increased from 7% to 13% compared to 61% awarded white students [3]. These trendssignificantly impact the professional and career trajectories of students and limit the diversificationof the STEM workforce. For example, according to Pew Research Center Black and Hispanicgroups continue to be underrepresented in STEM fields [4]. Today the Black communitycompromises 9% of all STEM workers, while 7% of the total STEM population is represented bythe Hispanic community. Moreover, The Pew Research Center studied perceived reasons whywomen Blacks, and Hispanics are
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nagash Antoine Clarke , University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College
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(ECA), that is, a computerized agent that simulateshuman-like voice mannerisms. In computers, chatbots or ECAs may present as avatars that havehuman-like appearances and mannerisms, and are designed to have a human-like relationshipwith the user. The challenge and goal of using ECAs is how to effectively deliver mentoring thatprovides skill building, academic and career development, and psychosocial support. This paperexplores the feasibility for the use of e-mentoring mechanisms such as ECAs as a contemporarymeans of mentoring that may support African American students. This work begins to introducethe need for cultural sensitivity and intelligence in e-mentoring. In this work, we provide a briefoverview of e-mentoring and its relationship to
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC
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develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.Dr. Stephanie G
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- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Peter Golding, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso
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from 44% in fall 1999 to 81% in fall 2006. During this sameperiod, the seminar's retention rate ranged between 69% and 74%. The one-year retention ratesfor those who never enrolled in the seminar are considerably lower, between 40% and 61% [10]. In 2008, the course goals for the course were modestly updated, and a course-specifictextbook, edited by faculty and staff, was adopted [11]. The text addresses: (a) Academic Skills;(b) Transition Issues; (c) Careers; (d) Finances; and (e) Campus Resources. The text was updatedeach year through 2016. At that time, accompanying instructional support and resources wereadded. Online modules were also developed to support course goals, including career and goalsetting, information, and financial
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cynthia Howard-Reed, The Pennsylvania State University; Erin A Hostetler, Pennsylvania State University
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research opportunities • Awareness of the possible benefits of research experiences • Awareness of cultural norms associated with scientific research • Perceived barriers to interactions with faculty • Financial and personal barriers • Assessment of mentorship and preferences for the “best” students • Unconscious societal biasTo help reduce these barriers, many universities have created undergraduate research officesdedicated to helping students find research opportunities. Typically, you will find engineeringstudent research offices in spaces near the Career Services Center, Office of Research, in theindividual Engineering Departments, or students are referred to a centralized university office.However, to break down
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Arielle Marie Rainey, Colorado School of Mines; Dina Verdin, Arizona State University, Polytechnic campus; Jessica Mary Smith, Colorado School of Mines
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thus suggests that theuse of supplemental resources is a support effort that continues to privilege already privilegedgroups of students rather than supporting minoritized students. Similar results were reported byBoone [18] and McLoughlin [34], who note that first-generation and female engineering studentsmay experience self-doubt when they believe they are given additional help and/or resources overmales. Instructors’ practice of connecting course topics to future career options more supportedmajoritized men’s belongingness in the classroom than minoritized women’s belongingness (β =-.43, p < .000). This could be due to what type of future career options are being presented tostudents by instructors. Godwin & Potvin [9] discuss
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Natalie Schaal, Loyola Marymount University; Spencer Edwin Chan, Loyola Marymount University; Julian K. Saint Clair, Loyola Marymount University
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: Word cloud visualization of the college-level challenges faced by the participantsIn addition to a word frequency query, a coding analysis was performed on the responses toquestion M1 from the matching survey to distill this qualitative information. In doing so, fourinductive codes were generated by the researcher while reading and sorting the data: academics,path uncertainty, personal and social struggles, and time balance. The “academics” code wasused to label any struggles related to coursework, such as low grades, dropping courses, or poorstudy habits. The “path uncertainty” code broadly labels any lack of clarity in students’ academicor career trajectory in engineering, such as being unsure about their major or having troublefinding an
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Henriette D. Burns, Southern Illinois University Edwardsville
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activitiescenter, occasionally stopping in, especially if the girls were rambunctious. Ava’s father workedas security at the center and Katie’s grandfather often volunteered (Ava and Katie arepseudonyms). The families who came to the activities center were acquainted with each and withstaff. In addition to improved self-efficacy and lessened fear of failure in the girls, ourrelationships with families improved by attending and creating additional events. For example, Icreated a group called Women of Color in STEM. Female STEM professionals visited us andshared their personal and career journeys. The event significantly added and diversified the girls’STEM Career Interest. One girl changed her career goal from “teacher,” to “aeronauticalengineer.” Our
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- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach
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c Society for Engineering Education, 2021 Paper ID #33313retention and career readiness, as well as (c) students’ ethical reasoning and technology use, with a par-ticular focus on STEM students. Most of Dr. Long’s research has focused on the academic and socialexperiences of Black and Latinx groups as well as student-athletes in STEM fields. He helped to leadresearch, funded by the NCAA Innovations in Research and Practice Grant, to improve the well-being ofthe student-athlete through support of their career readiness. He also helped to secure funding from NSF(award # 2024973) to examine the potential benefit of using critical narratives
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angela R. Bielefeldt, University of Colorado Boulder
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and interested in the social impacts of engineering. Women tend to have ahigher interest in people than men [6], higher prosocial motivations [19], higher communal goals[2], and more positive social responsibility attitudes [20, 21]. Studies have also noted high socialmotivations related to career goals among groups from underrepresented racial/ethnic groups[22-24]. Engineering students’ motivation toward public welfare and social responsibilityattitudes may decrease as they increase in rank during college [25, 26], a phenomenon Cechtermed a culture of disengagement in engineering education [25]. Differences in the publicwelfare, helping others, and/or social responsibility attitudes of engineering students have beenfound among students
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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Berkeley’s public science center, where she evaluated STEM education programs for all ages. Several studies focused on expanding diversity, access, and inclusion in pre-college engineering education, with attention to changes in participants’ skills, attitudes, and career interests. She earned her B.A. in Anthropology with a minor in Education from UC Berkeley and an M.A. in Museum Studies: Specialization in Education and Interpretation from John F. Kennedy University. Her Master’s Project focused on culturally responsive evaluation practices.Ms. Gennie Miranda, UC San Diego Gennie B. Miranda serves as the Director of Operations in the IDEA Engineering Student Center, Jacobs School of Engineering at UC San Diego, with
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti
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, University of Texas at Austin Maura Borrego is Director of the Center for Engineering Education and Professor of Mechanical Engi- neering and STEM Education at the University of Texas at Austin. Dr. Borrego is Senior Associate Editor for Journal of Women and Minorities in Science and Engineering. She previously served as Deputy Edi- tor for Journal of Engineering Education, a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of in- terdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- Allison Quiroga P.E., University of Oklahoma; Christopher Dalton, University of Oklahoma; Lisa Morales, University of Oklahoma; Christopher Jeffries
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relationships with theirpeers, near-peer counselors and tutors, and faculty and staff within their college. Small cohortsizes and highly structured programing have given the AT&T Summer Bridge Program areputation for being an intensive and immersive pre-engineering experience. Alumni of theprogram report greater confidence in their preparedness for their transition to life on campus andthe engineering curriculum, as well as greater familiarity with engineering majors, expectations,and career paths [1,2].In response to the COVID-19 pandemic, the University of Oklahoma suspended on-campusprograms and instruction during the summer 2020. Therefore, program designers decided totransition the engineering Summer Bridge Program to an online format. The
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology
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the stereotypes experienced.This study has limitations that should be noted and used to provide future studies with researchdirection. First, this data has been collected through self-report measures. Despite the datacoming directly from the source (the individual), there is still a risk of the participant choosingnot to explicitly report all experiences. Additionally, this data was collected from various pointsin students’ academic careers, which could influence their perspective and experiences. Futureresearch would benefit from data collect via methods other than self-reporting, as well as anextended timeline of data collection (possibly following students through all years of theirundergraduate career).ConclusionThe engineering workforce
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
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evidence that Black, Indigenous, and People of Color (BIPOC) and female students are more likelythan racial majority groups and men in engineering/STEM majors to transition to non-STEM degreeprograms. Scholars cite several individual and institutional factors that impact BIPOC student success inengineering/STEM, including: 1) Interest in a non-STEM career (Carpi et al, 2013); 2) Negativeinteractions with faculty (Figueroa et al., 2013); 3) Engagement with peers on campus (Strayhorn et al.,2013); 4) Pre-college preparation (Figueroa et al., 2013); and 5) Campus climate (Palmer & DuBord, 2013).Research on undergraduate engineering education reveals similar challenges, including disinterest in thefield, loss of self-confidence, classroom climate
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University
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Physical Assurance and Inspection of Electronics (PAINE), and the ACM Great Lakes Symposium on VLSI (GLSVLSI). He serves on the State of Maryland Cybersecurity Council and the National Academy of Sciences Intelligence Community Science Board Cybersecurity Committee. He is the recipient of numerous awards, including He is the recipient of multiple awards, including the NSF CAREER Award, IBM Faculty Partnership Award, National Semiconductor Faculty Development Award, and the General Motors Faculty Fellowship Award. He is currently a senior member of the IEEE and a member of Eta Kappa Nu and Tau Beta Pi engineering honor societies. American c Society for
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Danny Luecke; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College ; Paula Comeau, North Dakota State College of Science; Michael Maloy Parker, Cankdeska Cikana Community College; Karl Haefner; Alexa D. Azure, United Tribes Technical College
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received its NSF funding.The collaborative nature was embedded from before the beginning and the lessonslearned in the past decade of culturally responsive engineering education could bringguidance to any engineering program serving a mostly minority population.Rationale for this was based upon an efficacy of approach to recruitment, initialeducational support and final career preparation. A diverse cohort of instructors that areIndigenous and non-Indigenous having diverse experiences ranging from decades tograduate students coordinated efforts to provide students with accessible instructionand support them in their quest. The collaborative nature of this program was cultivatedby more than a decade of relationship building between the TCUs and the
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Daniel Knight, University of Colorado Boulder; Beverly Louie, University of Colorado Boulder; Janet Y. Tsai, University of Colorado Boulder
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consists of seven main programmatic components aimed at improving theengagement, retention, and graduation of students underrepresented in engineering. Thesecomponents include: “intrusive” academic advising and support services, intensive first-yearacademic curriculum, community-building (including pre-matriculation summer programs),career awareness and vision, faculty mentorship, NSF S-STEM scholarships, and second-yearsupport [7]. Prior publications detail the unique demographics and structural context for eachprogram and assessment data from the initial years of the consortium’s formation, with particularemphasis on first-year student retention [7], [8]. Exploring the consequences of incorporatingRedshirt programs on diversity, equity, and
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lei Miao, Middle Tennessee State Univ.; Cen Li, Middle Tennessee State University
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peers, the students had the opportunity to develop peer support and stronger interests and motivations for learning. Note that in addition to gaining technical knowledge, the students also learned team collaboration, which is essential not only in course and capstone projects, but also in their future career.(3) Hands-on and real-world oriented: The summer program encouraged the students to solve problems that are practical, meaningful, and with real-world implications. With the help of the faculty mentors, the students had the chance to tinker and dabble various prototypes until the perfection of the final product is reached.(4) It was offered online instead of face-to-face: Due to the COVID-19 pandemic, our campus was
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Zaniyah Victoria Sealey, University of Georgia; Racheida S. Lewis, University of Georgia; Trina L. Fletcher, Florida International University
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. Cordova-Wentling, R. F. Korte, S. M. Larson, and M. C. Loui, “Work in progress - Why many smart women leave engineering: A preliminary study of how engineering students form career goals,” Proc. - Front. Educ. Conf. FIE, no. c, pp. 26–27, 17 2010.[13] E. R. Kurban, W. Engineering, and M. College, “Exploring the incorporation of diversity and inclusion curriculum in engineering living and learning community programs : A work in progress,” in CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, 2018.[14] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University
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advantage” (in this article, we callthis privilege), the education of the dominant group, and practice and accountability[6]. Thisstudy takes an additional step to differentiate between allies and advocates, tying the differenceto programmatic levels and participation: Advocates are active and effective proponents of gender diversity and equity, specifically in terms of increasing the number of female faculty, encouraging the hiring and promotion of female faculty in administrative positions, and ensuring the fair and equitable treatment of women within partner institutions. They are committed to increasing their understanding of gender bias and its impact on the academic careers of women. Allies are men
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University
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aroundpair programming for women. Unlike the study above [44], they did not pair students updepending on gender [45]. Instead, they sought to understand the differences in perceptions ofpair programming between female and male students in an introductory programming coursethrough thematic analysis of survey questions. A majority of men and women had positivesentiments around pair programming. The positive themes included improved learningexperience, gaining career skills, and networking, many of the very same benefits suggested bysocial constructivist learning theory. Women reported that they experienced social benefits, suchas improved confidence, more often than men. Men reported experienced benefits to the overallprocess of completing lab