Introductory Materials

Students' and Mentors' Perspectives on the Distributed Mentor Project

I. Context: Different Reactions to the Lack Of Women in the Field of CS and to the Culture of the Discipline

A. Women CS majors viewed as novelty by peers

B. Feeling as though they are more visible as women in CS: Intimidating for some, beneficial for others

C. Some actively questioned why there were so few women: Do I belong in this field?

D. Feeling like they have to prove their ability in CS because they are women: Factors which contributed to this perception

1. Having to be on guard: Perception that they were judged more critically because they were women in a predominantly male field

2. Perception that they may have different abilities and a different approach as women in the field of CS

3. Pathways to CS - 40% of DMP participants did not enter college considering CS as a possible major

4. Feeling as though they have to prove themselves because males are "cocky" though they actually often do not perform as well as women

5. Ambivalence about affirmative action for women in the field of CS: Benefits with a price

E. Concerned about the lack of women in the field when deciding whether or not to pursue a career in CS

II. Impact of the DMP--The Participants' Perspectives

A. Increased confidence in their ability in CS

B. Enhanced their ability to go further in CS

1. Gained valuable research skills

2. Provided preparation for graduate school: knowledge and necessary skills

a. Gaining knowledge about what to expect

b. Gaining necessary skills

c. Gaining "insider knowledge" about selecting, applying, and succeeding in graduate school

3. Participation in the DMP provided greater access to opportunities: letters of recommendation

4. Provided access to an expanded network of academic computer scientists

C. Increased participants' understanding of CS careers and what was right for them

1. Making informed decisions about grad school

a. Finding grad school was right for me

b. Deciding they were not ready to commit or graduate school was not right for them

2. Gaining information about academic research careers and defining their own interests in relation to this new information

a. Trying to determine whether or not research is "useful" to the "real world"

b. Deciding whether or not the research environment appeals to them: importance of working with other people

c. Learning about unique issues women in CS face, especially balancing career and other interests including family

d. Considering whether a research career was right for them in terms of the nature of research: comfort working with a relative lack of structure

e. Expanding their understanding of career options associated with a Ph.D. in CS

III. Essential Program Elements

A. Essential element #1: Mentoring experience

1. Multi-dimensional role of the Mentor

a. Orienting and helping students in their research project

b. Orienting students in the field of CS&E

2. Value of a female mentor

a. Greater comfort with female mentor increased potential for benefit

b. More accurate role models: "If she can do it, I can do it too."

3. Effective ways of facilitating and refining the relationship

a. Importance of the mentor defining the working relationship

b. Types of interactions

c. Shared mentoring positive for some: importance of accurate expectations and clear roles

d. Importance of shared goals between mentor and student

B. Essential element #2: Research project

1. Primary vehicle through which participants become "honorary graduate students" and "try CS on for size"

a. A meaningful role on research provides students with an entree into CS academia

b. Being engaged in the research process itself allowed participants a unique opportunity to apply their knowledge in a non-classroom setting

2. Implementation issues

a. Importance of guiding the students to understand the way their project fits into the "bigger picture"

b. Importance of reasonable expectations regarding research progress and need for balance with other goals of the program

c. Types of projects which led to more impacts

C. Essential element #3: Research university setting

1. Access to important interactions

a. Interactions with graduate students provided participants with models for "the next step" in pursuing an academic career

b. Interactions with a wider group of CS professionals provided the opportunity to explore being a "contributing member" to the field and more models for possible career paths

2. Implementation issues

a. Facilitating and maximizing the effectiveness of interactions with graduate students

b. Distributed Nature of the DMP Creates the Possibility of Social and Academic Isolation--Possible Solutions

D. Conclusion: Multi-faceted program

IV. Additional Implementation Issues: Evaluator's and Mentor's Viewpoints

A. Types of students the program should target

1. Mentors' perspectives

2. Evaluator's perspective

B. Mentor outcomes

1. Personal satisfaction

2. Effect on mentors' research program varied

3. Recognition: varying levels of satisfaction

C. Value of mentor/student training materials

Appendix A: Survey Data

Student Participant and Comparison Group Survey Data Tables

Mentor Survey Data Tables

Appendix B: Interviews Protocols for Students and Mentors

Appendix C: Survey Forms