research-article

Identity in Higher Computer Education Research: A Systematic Literature Review

Authors:

Gregor Große-bölting,

Dietrich Gerstenberger,

Lara Gildehaus,

Andreas Mühling,

Carsten SchulteAuthors Info & Claims

ACM Transactions on Computing Education, Volume 23, Issue 3

Article No.: 35, Pages 1 - 35

https://doi.org/10.1145/3606707

Published: 12 September 2023 Publication History

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Abstract

The disciplinary identity as a computer science student has recently received increasing attention as a well-developed subject identity can help with increasing retention, interest, and motivation. Besides, identity theory can serve as an analytical lens for issues around diversity. However, identity is also often perceived as a vague, overused concept with a variety of theories to build upon. In addition, connections to other topics, such as computer science conceptions, remain unclear and there seems to be little intra-disciplinary exchange about the concept. This article, therefore, attempts to provide a starting point by presenting a so far missing systematic literature review of identity in Computing Education Research (CER). We analyzed a corpus of 41 articles published since 2005 with a focus on the variety of identity theories that are used, the reasons for using them, and the overall theoretical framing of the concept in the CER literature up to this point. We use content analysis with both inductive and deductive coding to derive categories from the corpus to answer our research questions. The results show that there is less variety in the theories than originally expected, most publications refer to the theory of “Communities of Practice”. The reasons for employing identity theory are also rather canonical, in particular, there is only little theoretical development of the theories within CER and also only little empirical work. Finally, we also present an extended version of a computing identity that can be theoretically derived from the work in our corpus.

Appendix

Below we present short summaries of all the articles contained in our corpus. All summaries follow the same structure. Method, Participants, Identity Development or Usage as well as the Framework are derived from the coding process described in Section 3. The Adjacent concepts include the coding for the motivation (s. Research Question 2) as well as other concepts that were mentioned in the articles in relation to identity.

Boyer et al. [9]: Increasing Technical Excellence, Leadership and Commitment of Computing Students through Identity-Based Mentoring (2010)

Intention: Evaluation of an intervention on Computing Identity Mentoring, that is, the impact of mentoring on performance and retention.

Method/Participants: Surveys/Beginners, Advanced

Identity Development or Usage: As Explanation for Other Concepts

Framework and Adjacent Concepts: No Framework/Retention, Performance, Self-efficacy, Leadership, Career planing

Results: As a result of their empirical study, the authors report that Computing Identity Mentoring has a positive impact on students’ development as computer scientists.

Choe and Borrego [18]: Prediction of engineering identity in engineering graduate students (2019)

Intention: The authors observed that identity research exists for undergraduates (e.g., instruments) but not for master’s and PhD students. Their study investigates whether the results for undergraduates are applicable to their target group and where the differences lie.

Method/Participants: Surveys, Interviews/Professionals

Identity Development or Usage: Transfer to other Target Group

Framework and Adjacent Concepts: Carlone & Johnson, Gee/Recruitment, Retention, Interpersonal skills, Curriculum Design

Results: The article reports on the development of a new instrument for an engineering identity scale consisting of four factors: Interest, Recognition, Competence, and Interpersonal Skills Competence. While the first three factors are already present in Carlone & Johnson, the Interpersonal Skill Competence factor is an extension to the more professional target group, reflecting the broader responsibilities of master’s and PhD students.

Cohoon et al. [22]: Conflicted Identities and Sexism in Computing graduate programs (2010)

Intention: The article discusses women’s experiences with sexism and related coping strategies, such as minimizing their feminine identity.

Method/Participants: Focus groups/Advanced

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Collective Identity/Diversity

Results: The study further examines the coping strategies of either denying sexism or one’s own female identity as responses to dealing with sexism in CS.

Cummings et al. [25]: Computing Resilient Identity Development and Maintenance of Black Americans Who Earned a PhD in Computing (2019)

Intention: The authors examine factors that contribute to the success and identity development of African American PhDs.

Method/Participants: Interviews/Professionals

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: PVEST (Spencer et al.)/Diversity, Sense of Belonging, Resilience

Results: The study reports exploratory results that show how to develop and maintain a resilient computing identity.

Davis et al. [28]: Multiple Case Study of Nerd Identity in a CS1 Class (2014)

Intention: The article discusses observations on student identities in a CS 1 course, specifically on the “nerd identity” and the consequences for multiple/diverse identities.

Method/Participants: Observation, Interviews/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Carlone & Johnson/Recruitment, Diversity

Results: The analysis shows how nerd identities enhance participation and engagement in CS, which is in contrast to much other research that portrays nerd identity as stereotypical or problematic.

Garcia et al. [41]: Examining the Computing Identity of High-Achieving Underserved Computing Students on the Basis of Gender, Field, and Year in School (2018)

Intention: The authors examine the success factors and computing identity of high-achieving underserved computing students.

Method/Participants: Surveys/Beginners, Advanced

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Computing Identity Framework (Mahadeo et al.)/Diversity, Gender, Underserved Students

Results: The study identifies differences in computing identity between genders, first and post-second year students, and various study programs, as well as differences between sub-constructs.

Harrington et al. [52]: A Qualitative Analysis of Computing Students’ Professional Identity and its Relationship to Strategies for Coping with Stressors in the Computing Disciplines (2007)

Intention: The article examines students’ professional identity development and related stressors, as well as coping strategies students describe to promote overall identity development.

Method/Participants: Focus groups/Beginners, Advanced

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: Professional identity/Retention

Results: As a result of this study, the overall Professional Development framework will be revised to include, for example, “nerd-being” as part of Professional Identity development. Furthermore, stressors of Professional Development are being discussed.

Hughes et al. [57]: Development of Leadership Self-Efficacy: Comparing Engineers, Other STEM, and Non-STEM Majors (2018)

Intention: The article uses Lave and Wenger’s community of practice theory to shed light on the co-development of engineering identity and leadership through an empirical study.

Method/Participants: Surveys/Advanced

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: Lave & Wenger/Technical mastery, Professionalism

Results: The preliminary results reported by the authors suggest a positive relationship between engineering identity and leadership. However, this link is very tenuous: both leadership and identity are fostered by internships, group projects, and so on, so a dependence on a third factor seems likely.

Kapoor and Gardner-McCune [61]: Understanding CS Undergraduate Students’ Professional Identity through the lens of their Professional Development (2019)

Intention: In this interview study, intrinsic and discipline-specific factors are listed and students’ extracurricular community engagement is recorded to examine how students develop their professional identity.

Method/Participants: Interviews/Beginners, Advanced

Identity Development or Usage: As Basis for Interventions

Framework and Adjacent Concepts: Marcia (Identity Status Theory)/Professional identity, Curriculum design

Results: It was found that computer science students develop their professional identity between the second and third year of study. The authors also emphasize the need to build students’ self-confidence through course interventions or projects in the first two years of computer science study.

Kapoor and Gardner-McCune [60]: Understanding Professional Identities and Goals of Computer Science Undergraduate Students (2018)

Intention: The study examines the relationship between career goals and student identity in order to draw conclusions about the design of curricula and retention programs.

Method/Participants: Surveys, Interviews/Beginners

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: Lave & Wenger/Retention, Diversity

Results: CS undergraduate students have various professional goals; their career goals depend on their professional identities. The authors suggest that current curricula be adapted to help students accomplish their career goals by offering specializations.

Kinnunen et al. [63]: Understanding initial undergraduate expectations and identity in computing studies (2018)

Intention: This study addresses the need for a better understanding of students’ expectations, particularly their views of the field of computer science, through insights into their identities as computer science students and future professionals.

Method/Participants: Surveys, Essays/Beginners

Identity Development or Usage: As Explanation for Other Concepts

Framework and Adjacent Concepts: Lave & Wenger/Recruitment, Retention

Results: Students expect not only to be trained in aspects such as programming or systems development, but also to gain insights that go beyond the technical, such as the role that computer science can play in society. It is also apparent that students are not looking for specific job positions, but rather relate their future aspirations to specific types of work environments or job characteristics.

Kramer et al. [66]: A Narrative-Style Exploration of Undergraduate Engineering Students’ Beliefs about Smartness and Identity (2019)

Intention: The article presents the results of a narrative study of engineering students’ educational trajectories in relation to their conceptions of intelligence and identity. The authors aim at better understanding the nuanced interaction between these constructs.

Method/Participants: Interviews, Surveys/Beginners

Identity Development or Usage: As Explanation for Other Concepts

Framework and Adjacent Concepts: Gee/Beliefs about Ability and Smartness, Curriculum design

Results: Social experiences were found to have a significant impact on one’s identity and confidence in one’s intelligence. Of particular note are the female participants whose social isolation in engineering courses had a negative impact on their identity and beliefs.

Lewis et al. [70]: “I Don’t Code All Day”: Fitting in Computer Science When the Stereotypes Don’t Fit (2016)

Intention: The article argues that, instead of changing stereotypes, it may be possible to challenge students’ beliefs that stereotypes of CS are relevant to whether they can become a computer scientist.

Method/Participants: Interviews/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Sfard & Prusak/Retention, Diversity

Results: From the student interviews (and therefore from their perspective), the article identifies four characteristics to fit into CS: singularly focused on CS, asocial, competitive, male. It is discussed that some students have been able to reject these stereotypes and still feel they “fit in”, especially when they know different role models.

Loui [72]: Ethics and the Development of Professional Identities of Engineering Students (2005)

Intention: The study presents a project in which students in an engineering ethics class discuss questions about the characteristics and responsibilities of professional engineers.

Method/Participants: Essays/Beginners, Advanced

Identity Development or Usage: Concept Expansion

Framework and Adjacent Concepts: No Framework/Professional identity, Four-stage model of role acquisition

Results: The results show that students learn about professionalism mainly from relatives and colleagues who are engineers, and rarely from technical engineering courses. Furthermore, by analyzing cases in groups and listening to different perspectives, some students understand professional responsibility at the end of the course not only as liability for mistakes, but in a broader sense as responsibility to society.

Mahadeo et al. [73]: Developing a Computing Identity Framework: Understanding Computer Science and Information Technology Career Choice (2020)

Intention: The authors adapt theory from science and engineering identity theory to present a construct for computing identity and empirically validate a related instrument.

Method/Participants: Surveys/Beginners

Identity Development or Usage: Construct Refinement

Framework and Adjacent Concepts: Hazari (Science/Engineering Identity)/Diversity, Retention

Results: The article reports on the instruments’ development and validation, as well as on evidence that there are three subconstructs of Computing Identity.

Maher et al. [74]: The Connected Learner (2016)

Intention: Evaluation of a comprehensive intervention that focuses on increasing student connection and innovative teaching methods to help students form an identity.

Method/Participants: Surveys/Beginners, Advanced, Professional

Identity Development or Usage: Unclear

Framework and Adjacent Concepts: Lave & Wenger/Retention

Results: The author share preliminary results indicating that their intervention works.

McCartney and Sanders [78]: School/Work: Development of Computing Students’ Professional Identity at University (2015)

Intention: This case study attempts to identify events that have had a significant impact on students’ development during university computer science education.

Method/Participants: Interviews/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: No Framework/Professional identity, Three dimensions of becoming an engineer

Results: Career-related factors appear to be more important than expected. Moreover, the authors report a complex interrelationship between these factors and the courses chosen. Courses influence students’ perceptions of the world of work, and actual work experiences have an impact on students’ expectations of their education.

Meharg et al. [80]: “So far back, I’m anonymous”: Exploring Student Identity using Photovoice (2018)

Intention: The authors aim at investigating student identity in the transitional context of transfer students.

Method/Participants: Photovoice/Advanced

Identity Development or Usage: Unclear (Usage)

Framework and Adjacent Concepts: Gee, Identity formation through Crisis/Transition, College transfer

Results: College transfer students have different educational experiences and identity development. The authors suggest that institutions should pay particular attention to their needs.

Mishra [81]: Professional identity construction among software engineering students: A study in India (2016)

Intention: This study examines the process by which final year software engineering students construct their professional identities and explains the process of “identity morphing” as a mechanism by which students resolve the conflict/violation of their identities.

Method/Participants: Interviews/Advanced

Identity Development or Usage: Concept Expansion

Framework and Adjacent Concepts: No Framework/Professional identity

Results: The article suggests that derived self-esteem and perceived competence influence an individual’s identity transition. The authors report on evidence in their data that individuals with higher levels of perceived competence had less conflict in their identity building process.

Nelson et al. [85]: A Qualitative Investigation on the Effectiveness of a Computing Identity Development Emailing List for African American Computer Scientists (2019)

Intention: This article presents a qualitative interview study focused on African American doctoral students in computer science.

Method/Participants: Surveys, Interviews/Professionals

Identity Development or Usage: As Basis for Interventions

Framework and Adjacent Concepts: No Framework/Resilience, Diversity

Results: The authors’ findings suggest that African American computer science identity can be effectively maintained within this intervention by providing a sense of belonging to the community, enabling optimistic outlooks, and promoting self-efficacy.

Nylén et al. [86]: Why are We Here? The Educational Value Model (EVM) as a Framework to Investigate the Role of Students’ Professional Identity Development (2018)

Intention: The authors note that “the goal of professional identity development” is usually not reached during CS higher education and provide an analysis that points to factors that explain this situation.

Method/Participants: Literature Review/No Participants

Identity Development or Usage: Concept Expansion

Framework and Adjacent Concepts: Not coded/Belonging, Motivation

Results: Based on the literature review and identified challenges, the article provides a theoretical framework to describe professional identity development in university education.

Parker [89]: Who I Am Becoming, Now: Toward a Computer Science Professional Identity Instrument (2018)

Intention: Description of the development and preliminary results of a professional identity survey instrument.

Method/Participants: Surveys, Interviews/Beginners, Advanced

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: Lave & Wenger/Career planning, Retention

Results: Future career goals and job titles, as well as how peers and supervisors perceive one’s role, shape professional identity.

Parker [88]: How Do You Feel: Affective Expressions from Computer Science Senior Capstone Projects (2017)

Intention: In the context of final projects, the authors examine affective response as a factor leading to engagement and the formation of a professional identity during the transition from university to professional life.

Method/Participants: Interviews/Advanced

Identity Development or Usage: As Basis for Interventions

Framework and Adjacent Concepts: Lave & Wenger/Interest, Engagement

Results: Respondents experienced a range of affective responses during their project experience and their engagement appeared to be related to the impact of project outcomes. Thus, the capstone experience in such a real-world project is highlighted as a turning point in the trajectory of these students and represents “a bridge between the academic and professional communities of practice.”

Peters [93]: Students’ Experience of Participation in a Discipline–A Longitudinal Study of Computer Science and IT Engineering Students (2018)

Intention: The study follows students over time to capture their experiences of participation (as defined by Lave and Wenger) and how they change over the course of their studies.

Method/Participants: Self-reports, Interviews/Beginners, Advanced

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: Lave & Wenger/Retention, Diversity, Participation

Results: Besides an insightful theory section the article presents a comprehensive long-term study with several phenomenographic outcome spaces as results and an interesting discussion of the findings.

Peters and Pears [97]: Engagement in Computer Science and IT—What! A Matter of Identity? (2013)

Intention: The article develops and illustrates the use of a new theoretical framework (Enwistle and Lave/Wenger) to systematically study the development of student identity in Computer Science and IT.

Method/Participants: Self-Report (Reflections)/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Lave & Wenger, Enwistle/Recruitment, Belonging

Results: The article investigated that students collectively express conceptions of knowledge, as being absolute and provided by the university, which may imply a less sophisticated conception of learning. Furthermore, two groups of students with different negotiations of meaning are identified and discussed.

Peters et al. [96]: Preparing the Global Software Engineer (2015)

Intention: This study assesses student evaluations and reflections on a course in which students worked on a real-world problem in collaboration with a local client. The focus is on students’ perceptions of software engineering, the perceived relevance of a global learning experience, and their role in reshaping their identities as global software engineers.

Method/Participants: Self-reports/Beginners, Advanced

Identity Development or Usage: As Basis for Interventions

Framework and Adjacent Concepts: Flanagan (Critical Incident Analysis)/Curriculum Design

Results: The analysis shows that educating the global software engineer is a complex endeavor. However, means of designing and assessing courses aimed at supporting students on their path to becoming global software engineers are presented.

Peters et al. [95]: Second year computer science and IT students’ experience of participation in the discipline (2015)

Intention: The authors describe the participation experiences of second year computing students, and discuss participation as part of a broader goal of understanding the identity development of computing students.

Method/Participants: Interviews, Surveys/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Lave & Wenger/Motivation, Belonging

Results: The article provides nuanced reflections on practices and participation in CS, and specifically the practice of problem solving as part of students’ identity development.

Peters et al. [94]: First Year Computer Science and IT Students’ of Participation in the Discipline (2014)

Intention: The goal of this article is to analyze a specific aspect of the student experience, participation, in order to gain a better understanding of how computer science and IT students engage with CS prior to and during their studies.

Method/Participants: Surveys, Interviews/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Lave & Wenger/Motivation, Belonging

Results: The article presents different experiences of student participation as a table.

Rodriguez and Lehman [103]: Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory (2017)

Intention: This theoretical article explores the need for an enhanced, intersectional theory of computing identity in order to develop a diverse group of computer scientists for the future.

Method/Participants: Literature Review/No Participants

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Not coded/Diversity, Retention

Results: The article identifies a lack of intersectionality in current research, as well as of literature specific to computing identity, and recommends responding with further research from an intersectional perspective.

Rohde et al. [105]: Design Experiences, Engineering Identity, and Belongingness in Early Career Electrical and Computer Engineering Students (2019)

Intention: The authors examine the role of design experiences for identification and belongingness in engineering and the meaning of identification and belongingness for students.

Method/Participants: Surveys, Interviews/Beginners

Identity Development or Usage: Concept Expansion

Framework and Adjacent Concepts: Lave & Wenger/Retention, Belonging, Design Experience

Results: The authors conclude that design experiences lead to a stronger sense of belonging and move students from the periphery to the center of the CS community of practice.

Scott and Ghinea [108]: Measuring enrichment: the assembly and validation of an instrument to assess student self-beliefs in CS1 (2014)

Intention: The article begins with the observation that self-beliefs may have an impact on academic success. Since there is no valid instrument to measure these beliefs, the authors attempt to fill this gap.

Method/Participants: Surveys/Beginners

Identity Development or Usage: As Basis for Interventions

Framework and Adjacent Concepts: Control-Value Theory of Achievement Emotion/Interest, Mindset, Improved learning

Results: The article develops an instrument, but it is not documented in the appendix or by a link. The specific utility (e.g., reasons for use) of the instrument remains vague.

Sinclair and Kalvala [111]: Exploring societal factors affecting the experience and engagement of first year female computer science undergraduates (2015)

Intention: Based on a study with beginning students conducted in the UK, socio-cultural factors influencing study and CS identity are identified. Special attention is given to gender differences.

Method/Participants: Surveys/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Carlone & Johnson, Gee/Retention, Diversity

Results: The article identifies a variety of issues related to the situation of women in computer science studies and identifies specific starting points for future interventions.

Smith-Orr and Garnett [112]: Motivation and identity in C++ the effects of music in an engineering classroom (2016)

Intention: The article used a model of academic motivation (MUSIC) to guide course design within an introductory programming class in an attempt to increase engineering identity and sense of belonging among engineering students.

Method/Participants: Surveys/Beginners

Identity Development or Usage: Concept Refinement

Framework and Adjacent Concepts: MUSIC framework/Belonging, Motivation

Results: The authors note that the students’ motivation (according to MUSIC) increased, but their sense of belonging and identity decreased; their intervention failed.

Taheri et al. [117]: A Structural Equation Model Analysis of Computing Identity Sub-Constructs and Student Academic Persistence (2018)

Intention: This research report examines the impact of CS identity on the persistence of computer science students by analyzing the effects of achievement/competence, recognition, interest, and sense of belonging on the academic persistence of computer science students.

Method/Participants: Surveys/Beginners, Advanced

Identity Development or Usage: Construct Definition, Refinement or Expansion

Framework and Adjacent Concepts: Carlone & Johnson/Retention, Persistence

Results: The results indicate that the authors’ CS identity model is consistent with previous research on disciplinary identity and that students’ academic persistence is directly influenced by their interest. The authors consider their model to be a useful analytical lens for further curricular and extracurricular activities.

Tate and Linn [118]: How Does Identity Shape the Experiences of Women of Color Engineering Students? (2005)

Intention: This study seeks to understand the experiences of women of color engineering students who persist and to identify some of the dilemmas they face.

Method/Participants: Interviews/Advanced

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Lave & Wenger/Diversity

Results: This study of women of color engineering students reveals how interactions between academic, intellectual and social identities jointly influence perceptions of educational experiences and career aspirations.

Taylor-Smith et al. [119]: Identity and Belonging for Graduate Apprenticeships in Computing (2019)

Intention: This study explores how Graduate Apprenticeship (GA) students experience their association with the university and their identities as students, but also as employees.

Method/Participants: Interviews/Advanced

Identity Development or Usage: Unclear

Framework and Adjacent Concepts: Stryker & Burke/Retention, Belonging

Results: Here the authors consider a cohort of CS students who are pursuing vocational training on the side. They hypothesize that these students acquire a strong IT professional identity in the workplace that also supports their development at the university. The analysis revealed that the students define themselves differently from traditional student identities and that there is a strong sense of belonging to their fellow students who are also in vocational education.

Tokmic et al. [120]: Salient Measures of an Engaged Computing Education Community (2019)

Intention: This article presents the measurement and analysis of a comprehensive model of pedagogical change in the computing college and discusses how studying the construct of professional identity contributes to the knowledge base of the computing education community.

Method/Participants: Surveys/Beginners

Identity Development or Usage: Concept Expansion

Framework and Adjacent Concepts: No Framework/Professional identity, Engagement, Curriculum design

Results: The authors see the contribution of their work as defining peer learning and professional identity in computer science and providing computer science education with measures of psycho-social factors known to be important in the development of computer science students.

Tonso [121]: Student Engineers and Engineer Identity - Campus Engineer Identities as Figured World (2006)

Intention: This study attempts to explain the complex process of identity formation on a campus. The author examines how student engineers are recognized as engineers and how they already perceive themselves as engineers through their actions.

Method/Participants: Observation, Interviews/Beginners, Advanced

Identity Development or Usage: Concept Location

Framework and Adjacent Concepts: Holland et al./Belonging, Motivation

Results: The preferred campus lifestyle has a tremendous impact not only on the individual as a student, but also on his or her career as an engineer. The author describes identity formation on campus as a process in which the individual’s self-concept as an engineer leads to representations of the engineering self, and recognition as an engineer conveys a sense of belonging.

Ulriksen et al. [123]: What do we know about explanations for drop out/opt out among young people from STM higher education programmes? (2010)

Intention: The article provides a general overview on understandings of drop out/opt out from science, technology and mathematics (STM) higher education programs, by reviewing existing literature.

Method/Participants: Literature Review/No Participants

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Not coded /Retention

Results: The authors conclude, that dropping out or opting out is influenced by a number of factors and interactions. However, identity construction is a relevant and underestimated factor.

Vesisenaho et al. [126]: Need for Study and Career Counselling in Computer Science (2009)

Intention: The article examines the relationship between career counseling methods and retention/motivation.

Method/Participants: Surveys/Beginners, Advanced

Identity Development or Usage: Unclear

Framework and Adjacent Concepts: No Framework/Career planing, Retention, Motivation

Results: There is no evidence on the use or development of the identity concept, but the authors recommend that CS training and curricula be viewed more from a career/professional perspective.

Washington et al. [127]: The Computer Science Attitude and Identity Survey (CSAIS): A Novel Tool for Measuring the Impact of Ethnic Identity in Underrepresented Computer Science Students (2016)

Intention: The purpose of this study is to measure the impact of ethnic identity on perceptions of CS as a subject and the decision to pursue it. Therefore, the CSAIS was developed to measure five important constructs that influence the attitudes and identity of CS undergraduate students of color.

Method/Participants: Surveys/Beginners

Identity Development or Usage: As Theoretical Lens

Framework and Adjacent Concepts: Collective identity/Diversity

Results: In addition to a comprehensive discussion of the identity of students of color, the authors present the instrument they developed, the “Computer Science Attitude and Identity Survey”.

References

[1]

Kwame Anthony Appiah. 2018. The Lies that Bind: Rethinking Identity. Profile Books.

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