Patterns of Major Switching and Persistence in Computing among Students with Disabilities

Despite the proliferation of studies on broadening participation in computing, individuals with disabilities remain relatively less examined. In this study, we use large-scale data to examine the patterns of persistence and major-switching among students with disabilities in undergraduate computing education. Our findings suggest that disabilities discourage students to enter or remain in computing at the intersection of their race and gender. Our study provides insights on the challenges and opportunities students with disabilities face in undergraduate computing education, with implications for increasing their participation and retention.

• Publication year

  2025

• Venue

  Technical Symposium on Computer Science Education

• Publication date

  2025-02-18

• Fields of study

  Sociology, Computer Science, Education

• Identifiers
  DOI 10.1145/3641555.3705226
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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