The Role of Student Backgrounds in Understanding Racial Disparities in Computing

Abstract

This work-in-progress research paper examines how students' backgrounds influence perceptions of race and racial inequities in computing to elucidate challenges in building inclusive computing environments. Despite increasing demand for computing expertise, Black, Latinx, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander people remain underrepresented among students, faculty, and industry professionals. Prior research examined various factors contributing to the lack of diversity in computing, including stereotype threat, unwelcoming environments, and lack of exposure in K-12. However, few have studied the intricate ways in which students' backgrounds influence their perceptions of racial inequities in computing education.

This work focuses on the preliminary analysis of results from a quantitative survey that was distributed to computing students at colleges and universities in the United States (U.S.), China, and Canada. A total of 552 students completed the survey in fall 2022 and spring 2023. Preliminary analysis revealed differences based on respondent demographics. For example, students who spent their formative years outside of the U.S. tend to report more advantages for groups that are historically underrepresented in computing and are more likely to believe professional and university computing environments are racially neutral.

Additionally, respondents who spent their formative years in the U.S. tend to see a systemic lack of opportunities and resources as barriers to representation, while students outside of the U.S. disagree with this characterization. Students attending colleges and universities outside of the U.S. do not believe. Finally, with respect to their current college location, students outside of the U.S. tend to disagree that the systemic lack of opportunities, financial means, and isolation contribute to underrepresentation of Black, Latinx, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander people. Moreover, they also believe that university and professional computing environments are racially neutral.

By exploring the intricate relationship between student perceptions of race and their attitudes toward underrepresentation, this research aims to inform educational and policy strategies for creating a more inclusive and diverse computing community. These findings will guide universities, departments, and educators in fostering an equitable and welcoming environment for all students, regardless of their racial background.

Citation

Fairfax, F. G., & Kwesi, J., & McFalls, E., & Razon, R. L., & Thursland, A., & Peoples, C. E., & Daily, S. B., & Washington, A. N., & Bonilla-Silva, E., & Prefontaine, B. E. (2024, June), Work in Progress: The Role of Student Backgrounds in Understanding Racial Disparities in Computing Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48518

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