In-School and/or Out-of-School Computer Science Learning Influence on CS Career Interests, Mediated by Having Role-Models
Saved in:
| Title: | In-School and/or Out-of-School Computer Science Learning Influence on CS Career Interests, Mediated by Having Role-Models |
|---|---|
| Language: | English |
| Authors: | Chen Chen (ORCID |
| Source: | Computer Science Education. 2024 34(4):753-777. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Informal Education, Computer Science Education, Influences, Vocational Interests, Role Models, Middle School Students, High School Students, Gender Differences, Student Experience, Racial Differences, Public Schools, Private Schools, Schools, Differences |
| DOI: | 10.1080/08993408.2023.2290435 |
| ISSN: | 0899-3408 1744-5175 |
| Abstract: | Background and Context: Both in- and out-of-school computer science (CS) learning opportunities are expanding, but their influences on CS career interests are unclear. Method: To investigate, we applied multinomial propensity score weighting analysis on a 2021 U.S. nationally representative sample of 4,116 5th-to-12th-grade students. Findings: The odds of expressing CS career interest increase by 171%, 94%, and 40%, respectively, when students pursue CS learning both in and out-of-school, out-of-school only, and in-school only. These effects were similar across race/ethnicity but stronger for girls. Out-of-school learning was the strongest predictor of having CS role-models, though each experience was positive. One third of the effect of both and about half of the effect of each separately were mediated by having CS role models. Implications: Our findings suggest that domain-focused learning experiences are generally effective in shaping career interests, and out-of-school learning, specifically, may enhance exposure to role models. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451178 |
| Database: | ERIC |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | Background and Context: Both in- and out-of-school computer science (CS) learning opportunities are expanding, but their influences on CS career interests are unclear. Method: To investigate, we applied multinomial propensity score weighting analysis on a 2021 U.S. nationally representative sample of 4,116 5th-to-12th-grade students. Findings: The odds of expressing CS career interest increase by 171%, 94%, and 40%, respectively, when students pursue CS learning both in and out-of-school, out-of-school only, and in-school only. These effects were similar across race/ethnicity but stronger for girls. Out-of-school learning was the strongest predictor of having CS role-models, though each experience was positive. One third of the effect of both and about half of the effect of each separately were mediated by having CS role models. Implications: Our findings suggest that domain-focused learning experiences are generally effective in shaping career interests, and out-of-school learning, specifically, may enhance exposure to role models. |
|---|---|
| ISSN: | 0899-3408 1744-5175 |
| DOI: | 10.1080/08993408.2023.2290435 |