Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways (Data Access and Analysis)

The files presented here include information on data access (please click on the file titled "READ_ME_FIRST") and data analysis (i.e., file named "Inequitable_Interactions_Full_Syntax"). These files are presented in support of the article Inequitable interactions: A critical quantitative analysis of mentorship and psychosocial development within computing graduate school pathways, to be published in a forthcoming issue of AERAOpen.<br><br><b>Abstract for the paper:</b><br>Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015-2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.<br>