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Coding Boot Camps: Enabling Women to Enter Computing Professions

Published: 12 February 2021 Publication History

Abstract

College-educated women in the workforce are discovering a latent interest in and aptitude for computing motivated by the prevalence of computing as an integral part of jobs in many fields as well as continued headlines about the number of unfilled, highly paid computing jobs. One of these women's choices for retraining are the so-called coding boot camps that teach programming skills through intensive multi-week courses. This article reports on a qualitative research study focused on the Silicon Valley area of California. We used social cognitive career theory (SCCT) to investigate the larger context surrounding women entering computing professions through boot camp learning sites, including: the environment of a booming technology workforce, boot camps as learning settings, the characteristics of women who attend boot camps, how retraining at a coding boot camp influence women's computing self-efficacy and outcome expectations, and the performance attainments of women at boot camps. Interview data was collected from 14 women who had attended boot camps—first before graduating from the boot camp and again after six months in the workforce. To contextualize the computing ecosystem, we conducted single interviews with 6 boot camp organizers/curriculum developers, 7 industry hiring managers, and 14 university computer science faculty. To provide a contrast with women at boot camps, we interviewed 5 women who majored in computer science at the university and with 17 men who had attended boot camps. Structural data coding and analysis was done focused on the SCCT mechanisms of environment, person inputs, learning experiences, self-efficacy, outcome expectations, and performance attainments. Findings here demonstrate that training at a boot camp can be the catalyst for college-educated women to attain computing jobs and careers, although these entry-level jobs may be a compromise to the goal of a software development job and are unlikely to lead to a job at large, well-known, established technology companies.

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  • (2023)Let’s have that Conversation: How Limited Epistemological Beliefs Exacerbates Inequities and will Continue to be a Barrier to Broadening ParticipationACM Transactions on Computing Education10.1145/357827023:2(1-4)Online publication date: 14-Mar-2023
  • (2023)From Data Work to Data Science: Getting Past the GatekeepersProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603468(1-2)Online publication date: 7-Aug-2023
  • (2023)Exploring Women’s Experiences of Transition into Computing Careers from Non-Computing BackgroundsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603460(55-58)Online publication date: 7-Aug-2023
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    Published In

    cover image ACM Transactions on Computing Education
    ACM Transactions on Computing Education  Volume 21, Issue 2
    Re-Entering Computing through Emerging Technology
    June 2021
    182 pages
    EISSN:1946-6226
    DOI:10.1145/3450701
    Issue’s Table of Contents
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 12 February 2021
    Accepted: 01 December 2020
    Revised: 01 November 2020
    Received: 01 March 2020
    Published in TOCE Volume 21, Issue 2

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    Author Tags

    1. Coding boot camp
    2. qualitative research
    3. women
    4. workplace

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    Cited By

    View all
    • (2023)Let’s have that Conversation: How Limited Epistemological Beliefs Exacerbates Inequities and will Continue to be a Barrier to Broadening ParticipationACM Transactions on Computing Education10.1145/357827023:2(1-4)Online publication date: 14-Mar-2023
    • (2023)From Data Work to Data Science: Getting Past the GatekeepersProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603468(1-2)Online publication date: 7-Aug-2023
    • (2023)Exploring Women’s Experiences of Transition into Computing Careers from Non-Computing BackgroundsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603460(55-58)Online publication date: 7-Aug-2023
    • (2023)Characterizing Women's Alternative Pathways to a Computing Career Using Content AnalysisProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569798(158-164)Online publication date: 2-Mar-2023
    • (2023)Bridging Values: The Inclusion of Young Generations in ComputingUniversal Access in Human-Computer Interaction10.1007/978-3-031-35681-0_10(154-170)Online publication date: 9-Jul-2023
    • (2022)A social-cognitive analysis of a female-focused hackathonProceedings of the Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering10.1145/3524501.3527597(80-83)Online publication date: 19-May-2022
    • (2022)A Decade of Demographics in Computing Education Research: A Critical Review of Trends in Collection, Reporting, and UseProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543967(323-343)Online publication date: 3-Aug-2022
    • (2022)Reflections on Educational Choices Made by Coding Bootcamp and Computer Science GraduatesProceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 210.1145/3478432.3499090(1094-1094)Online publication date: 3-Mar-2022

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