Retention of Female Minority Students in Bachelor STEM Degree Programs: An Exploratory Study of Five Cohorts

Elizabeth Milonas

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Women in Engineering Division (WIED) Technical Session 5
Tagged Division: Women in Engineering Division (WIED)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--44129
Permanent URL: https://peer.asee.org/44129
Download Count: 121

Paper Authors

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Elizabeth Milonas New York City College of Technology orcid.org/0000-0001-7153-4729

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Elizabeth Milonas is an Assistant Professor with the Department of Computer Systems at New York City College of Technology -City University of New York (CUNY). She currently teaches relational and non-relational database theory and practice and Data Science courses to undergraduates in the Computer Systems Major. Her research focuses on four key computer areas: Web: research on the mechanisms used to organize big data in search result pages of major search engines, Ethics: techniques for incorporating ethics in computer curriculum specifically in data science curriculum Programs/curricula: evaluating Data Science programs in the US and China and Retention: evaluating minority female retention in computer related degree programs.

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Abstract

Minority female students are under-represented in computer-related fields such as computer science, information systems, and computer engineering. Yet, minority female students are also under-represented in computer-related degree programs (Botella et al. 2019). This group of students faces unique challenges that can discourage them from continuing with a computer-related degree (Varma 2003). These challenges include a lack of writing and degree readiness skills such as mathematical and computational thinking skills (Varma 2003). Minority female students are also faced with economic challenges and family commitments which can hinder or discourage them from continuing in a degree program (Varma 2003). In addition, minority females lack female role models in academics and industry. They are influenced by the stereotypical belief that white males dominate the computer field and that certain groups do not belong in the computer field (Asai 2020). These prejudices and stereotypes can be reinforced in the home, and as a result, many minority females are not encouraged or supported to pursue or to continue in computer-related degree programs (Botella et al. 2019). The effects of these challenges are seen in the Computer Systems Technology Bachelor Degree Program of a major technical college in New York City. In this program, minority females make up a very small percentage of the overall students. In addition, compared to the white male students and the non-minority female students in the same program, the minority female students are far more likely to leave the program without graduating.

This study aims to analyze retention data for minority female students (Hispanic, African American, Native American, Pacific Islander) in the Computer Systems Technology Bachelor Degree Program of a major technical college in New York City. The data gathered is from five consecutive cohort years (2014-2018) and is compared and contrasted to retention data for male and non-minority female students in the same degree program and the same five consecutive cohort years. Study findings emphasize the breadth and width of the retention narrative for these minority female students. The study, the first in a series of studies, identifies a roadmap for retention improvement and an implementation plan for supportive actions to increase retention of minority female students in the Computer Systems Technology Bachelor Degree Program.

Citation
Format

Milonas, E. (2023, June), Retention of Female Minority Students in Bachelor STEM Degree Programs: An Exploratory Study of Five Cohorts Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44129

TY - CPAPER
AB - Minority female students are under-represented in computer-related fields such as computer science, information systems, and computer engineering. Yet, minority female students are also under-represented in computer-related degree programs (Botella et al. 2019). This group of students faces unique challenges that can discourage them from continuing with a computer-related degree (Varma 2003). These challenges include a lack of writing and degree readiness skills such as mathematical and computational thinking skills (Varma 2003). Minority female students are also faced with economic challenges and family commitments which can hinder or discourage them from continuing in a degree program (Varma 2003). In addition, minority females lack female role models in academics and industry. They are influenced by the stereotypical belief that white males dominate the computer field and that certain groups do not belong in the computer field (Asai 2020). These prejudices and stereotypes can be reinforced in the home, and as a result, many minority females are not encouraged or supported to pursue or to continue in computer-related degree programs (Botella et al. 2019). The effects of these challenges are seen in the Computer Systems Technology Bachelor Degree Program of a major technical college in New York City. In this program, minority females make up a very small percentage of the overall students. In addition, compared to the white male students and the non-minority female students in the same program, the minority female students are far more likely to leave the program without graduating.

This study aims to analyze retention data for minority female students (Hispanic, African American, Native American, Pacific Islander) in the Computer Systems Technology Bachelor Degree Program of a major technical college in New York City. The data gathered is from five consecutive cohort years (2014-2018) and is compared and contrasted to retention data for male and non-minority female students in the same degree program and the same five consecutive cohort years. Study findings emphasize the breadth and width of the retention narrative for these minority female students. The study, the first in a series of studies, identifies a roadmap for retention improvement and an implementation plan for supportive actions to increase retention of minority female students in the Computer Systems Technology Bachelor Degree Program.

AU - Elizabeth Milonas
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Retention of Female Minority Students in Bachelor STEM Degree Programs: An Exploratory Study of Five Cohorts
UR - https://peer.asee.org/44129
DO - 10.18260/1-2--44129
ER -