- Babes-Vroman, M., Juniewicz, I., Nguyen, T., Lucarelli, B. and Tjang, A. Exploring Gender Diversity in CS at a Large Public R1 Research University. SIGCSE 2017, March 08--11, Seattle, WA, USA.Google ScholarDigital Library
- Barker, L. J., Garvin-Doxas, K., & Jackson, M. Defensive climate in the computer science classroom. ACM SIGCSE Bulletin, 34, 1 (2002), 43--47. Google ScholarDigital Library
- Barker, L., Hovey, C. L., & Thompson, L. D. Results of a large-scale, multi-institutional study of undergraduate retention in computing. In Frontiers in Education Conference (FIE), 2014 IEEE. IEEE (2014, October), 1--8 Google ScholarCross Ref
- Barker, L. J., O'Neill, M., & Kazim, N. Framing classroom climate for student learning and retention in computer science. In Proceedings of the 45th ACM technical symposium on Computer science education (March 2014), 319--324). Google ScholarDigital Library
- Cohen, E. G., & Lotan, R. A. Producing equal-status interaction in the heterogeneous classroom. American educational research journal, 32, 1 (1995), 99--120. Google ScholarCross Ref
- Computing Research Association. Generation CS: Computer Science Undergraduate Enrollments Surge Since 2006. 2017; http://cra.org/data/Generation-CS/. Accessed 2017 October 7.Google Scholar
- Dweck, C. S. Mindset: The new psychology of success. (Random House Incorporated, 2006).Google Scholar
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 23 (2014), 8410--8415. Google ScholarCross Ref
- Gershenson, S., Holt, S. B., & Papageorge, N. Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52 (2016), 209--224. Google ScholarCross Ref
- Gilliam, W.S., Maupin, A.N., Reyes, C.R., Accavitti, M., Shic, F. Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? (Yale University Child Study Center, 2016).Google Scholar
- Glock, S. Stop talking out of turn: The influence of students' gender and ethnicity on preservice teachers' intervention strategies for student misbehavior. Teaching and Teacher Education, 56 (2016), 106--144. Google ScholarCross Ref
- Harper, S. R., & Hurtado, S. Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120 (2007), 7--24. Google ScholarCross Ref
- Kahneman, D. Thinking, fast and slow. (Macmillan, 2011).Google Scholar
- Klapproth, F., Kärchner H., & Glock, S. Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations? The Journal of Experimental Education (2017), 1--22. Google ScholarCross Ref
- Lewis, C. M., Yasuhara, K., & Anderson, R. E. Deciding to major in computer science: a grounded theory of students' self-assessment of ability. In Proceedings of the seventh international workshop on Computing education research (New York, ACM, 2011), 3--10. Google ScholarDigital Library
- Lewis, C. M., Anderson, R. E., & Yasuhara, K. I Don't Code All Day: Fitting in Computer Science When the Stereotypes Don't Fit. In Proceedings of the 2016 ACM Conference on International Computing Education Research (New York, ACM, 2016), 23--32. Google ScholarDigital Library
- Lewis, C. M. Tips for Tutor: Debugging Poster; csteachingtips.org/tips-for-tutors. Accessed 2017 August 16.Google Scholar
- Lewis, C. M. Tips for Reducing Bias; csteachingtips.org/tips-for-reducing-bias. Accessed 2017 August 16.Google Scholar
- Lewis, C. M. CSTeachingTips.org; Accessed 2017 August 16.Google Scholar
- Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3, 2 (2016), 228--236. Google ScholarCross Ref
- Malouff, J. M., & Thorsteinsson, E. B. Bias in grading: A meta-analysis of experimental research findings. Australian Journal of Education, 60, 3 (2016), 245--256. Google ScholarCross Ref
- MIT Teaching Systems Lab. Unconscious bias in teaching: Interactive case studies for understanding and addressing bias in STEM; https://mit-teaching-systems-lab.github.io/unconscious-bias/. Accessed 2017 August 16.Google Scholar
- National Center for Women & Information Technology. Critical Listening Guide: Just Because You Always Hear It, Doesn't Mean It's True; www.ncwit.org/resources/critical-listening-guide. Accessed 2017 August 16.Google Scholar
- National Center for Women & Information Technology. Interrupting Bias in Academic Settings; www.ncwit.org/biasacademic. Accessed 2017 August 16.Google Scholar
- National Center for Women & Information Technology. Strategic Planning for Retaining Women in Undergraduate Computing; www.ncwit.org/retainingworkbook. Accessed 2017 August 16.Google Scholar
- National Center for Women & Information Technology. Unconscious Bias and Why It Matters For Women and Tech; https://www.ncwit.org/unconscious-bias-and-why-it-matters-women-and-tech. Accessed 2017 August 16.Google Scholar
- Okonofua, J. A., Paunesku, D., & Walton, G. M. Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences of the United States of America, 113 (2016), 5221--5226. Google ScholarCross Ref
- Parlante, N. CodingBat; http://codingbat.com. Accessed 2017 August 16.Google Scholar
- Porter, L., Guzdial, M., McDowell, C., & Simon, B. Success in introductory programming: What works? Communications of the ACM, 56, 8 (2013), 34--36. Google ScholarDigital Library
- Seymour, E. & Hewitt, N. M. Talking about leaving: Why undergraduates leave the sciences. (Westview Press, 2000).Google Scholar
- Shah, N., Reinholz, D., Guzman, L., Bradfield, K., Beaudine, G., & Low, S. Equitable participation in a mathematics classroom from a quantitative perspective. In M. B. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). (Tucson, AZ: University of Arizona, 2016), 1259--1265.Google Scholar
- Southern Poverty Law Center. Teaching Tolerance: Critical Practices for Anti-Bias Education; www.tolerance.org/professional-development/critical-practices-for-antibias-education. Accessed 2017 August 16.Google Scholar
- Steele, C. M. Whistling Vivaldi: And other clues to how stereotypes affect us. (WW Norton & Co., 2010).Google Scholar
- Stepp, M. CodeStepByStep; www.codestepbystep.com. Accessed 2017 August 16.Google Scholar
- Stepp, M. Practice-It!; https://practiceit.cs.washington.edu. Accessed 2017 August 16.Google Scholar
- Utt, J. (2013). Intent vs. Impact: Why Your Intentions Don't Really Matter. Everyday Feminism, 30; http://everydayfeminism.com/2013/07/intentions-dont-really-matter/. Accessed 7 October 2017.Google Scholar
- Veilleux, N., Bates, R., Jones, D., Crawford, J., and Floyd Smith, T. "The Relationship between Belonging and Ability in Computer Science." Proceeding of the 44th ACM Technical Symposium on Computer Science Education, (New York, ACM, 2013), 65--70. Google ScholarDigital Library
- Vygotsky, L. S. Mind in society: The development of higher psychological processes. (Harvard University Press, 1980).Google Scholar
- Walton, G.M., and Cohen, G.L. "A Question of Belonging: Race, Social Fit, and Achievement." Journal of Personality and Social Psychology, 92, 1 (2007), 82--96. Google ScholarCross Ref
- Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M. Golanics, J., & Weavil, K. H. A Teaching Intervention that Increases Underserved College Students' Success. Peer Review, 18, 1--2 (2016), 31.Google Scholar
Index Terms
- ACM RETENTION COMMITTEE
Twelve tips for creating a culture that supports all students in computing
Comments