Understanding Computing Identity Development Through Mentorship and Epistemic Network Analysis

A research study explored how computing identity develops among students in computing-related fields, utilizing open-ended survey responses from 37 participants. The study applied Epistemic Network Analysis (ENA) to model the co-occurrence of six identity-related constructs. A key focus was comparing identity narratives between individuals who reported mentorship support and those who did not, finding distinct structural patterns based on mentorship presence.

Why it matters

Understanding the factors influencing computing identity, particularly the role of mentorship, is crucial for fostering engagement and retention in technical fields. This insight can inform strategies to enhance participation and belonging, thereby strengthening the talent pipeline for critical sectors dependent on computing expertise.

Key insights

• Computing identity significantly influences student participation, persistence, and sense of belonging in computing disciplines.
• Traditional survey measures may not fully capture the complexity of identity development.
• The study used open-ended survey responses from 37 participants in computing-related fields.
• Epistemic Network Analysis (ENA) was employed to model co-occurrence patterns among six identity constructs: recognition, interest, competence, sense of belonging, self-doubt, and imposter syndrome.
• Distinct differences were observed in the structure of computing identity narratives between participants who received mentorship support and those who did not.
• The study's findings demonstrate the utility of quantitative ethnography for understanding complex identity formation.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.16904