Abstract
The computing learning environment has not often been equitable for female students. For example, the number of females enrolled in tertiary computing courses is low compared with males and their retention is poor. In recent years, New Zealand educational institutions have experienced an increased enrolment of ‘new arrivals’ – students of diverse nationalities, cultures and educational backgrounds. The New Zealand government is encouraging the expansion of education ‘exports’, yet little is known about how new-arrival students, studying programming at tertiary institutions, perceive their learning environment and whether they feel comfortable and included. This article reports research which examined how equity is perceived by subgroups based on sex and arrival status. The study used a mixed-method design to investigate first-year tertiary programming students’ perceptions of their learning environment. Survey results showed that, compared with New Zealand males and new-arrival females, New Zealand females and new-arrival males indicated that they would prefer a more equitable learning environment to the one that they actually experienced. Further, results from student interviews revealed differences amongst the student subgroups, suggesting that there were areas of dissatisfaction not obvious from the survey data.
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Crump, B.J., Rennie, L.J. The Tertiary Programming Learning Environment: Is It Equitable?. Learning Environ Res 7, 295–313 (2004). https://doi.org/10.1007/s10984-004-3298-3
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DOI: https://doi.org/10.1007/s10984-004-3298-3