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Educ."],"published-print":{"date-parts":[[2019,9,30]]},"abstract":"<jats:p>Community colleges play a large role in educating students who are historically underrepresented in computer science (CS), including women, Latino men, and Black men, as well as post-traditional (older or working) students. In spite of this, there is a dearth of research on the institutional factors that influence whether or not community college students who are enrolled in CS classes and who express an interest in transferring and completing a bachelor\u2019s degree in the field persist. The overused \u201cpipeline\u201d metaphor, which indicates a supply-side lack, has been replaced by many with that of a \u201cpathway.\u201d However, the \u201cpathway\u201d image suggests a general forward-moving trend that can be misleading. In this work, we draw from qualitative interviews with 14 CS students from groups traditionally underrepresented in the field who have studied introductory computer programming at a community college to investigate the following question: \u201cWhat are the institutional barriers along a CS bachelor\u2019s degree track that includes community college?\u201d Our findings indicate that there are three categories of institutional barriers along the transfer pathway: setbacks that hinder student progression forward, discontinuities in which students leave and re-enter the pathway, and departures in which students leave computer science and\/or leave college altogether. We describe specific examples of each and introduce the idea of student movement as a game of \u201cchutes and ladders,\u201d a convoluted trail where students can slide backwards or off the path (chutes), necessitating the implementation of targeted institutional supports that can boost student progress forward (ladders). We suggest institutional interventions that can help students facing each type of barrier to continue on course through community college and transfer to a four-year university.<\/jats:p>","DOI":"10.1145\/3294009","type":"journal-article","created":{"date-parts":[[2019,1,18]],"date-time":"2019-01-18T21:39:00Z","timestamp":1547847540000},"page":"1-16","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":15,"title":["Chutes and Ladders"],"prefix":"10.1145","volume":"19","author":[{"given":"Louise Ann","family":"Lyon","sequence":"first","affiliation":[{"name":"ETR, Scotts Valley, CA"}]},{"given":"Jill","family":"Denner","sequence":"additional","affiliation":[{"name":"ETR, Scotts Valley, CA"}]}],"member":"320","published-online":{"date-parts":[[2019,1,18]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.econedurev.2009.09.002"},{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/cc.20255"},{"key":"e_1_2_1_3_1","unstructured":"National Research Council and National Academy of Engineering. 2012. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. S. Olson and J.B. Labov Rapporteurs. Planning Committee on Evolving Relationships and Dynamics Between Two- and Four-Year Colleges and Universities. Board on Higher Education and Workforce Division on Policy and Global Affairs. Board on Life Sciences Division on Earth and Life Studies. Board on Science Education Teacher Advisory Council Division of Behavioral and Social Sciences and Education. Engineering Education Program Office National Academy of Engineering. The National Academies Press Washington. National Research Council and National Academy of Engineering. 2012. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. S. Olson and J.B. Labov Rapporteurs. Planning Committee on Evolving Relationships and Dynamics Between Two- and Four-Year Colleges and Universities. Board on Higher Education and Workforce Division on Policy and Global Affairs. Board on Life Sciences Division on Earth and Life Studies. Board on Science Education Teacher Advisory Council Division of Behavioral and Social Sciences and Education. Engineering Education Program Office National Academy of Engineering. The National Academies Press Washington."},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/1369183X.2013.815388"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0091552114535624"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.17763\/haer.77.4.1233g31741157227"},{"key":"e_1_2_1_7_1","unstructured":"Alicia Dowd. 2011. Improving transfer access for low-income community college students. In Recognizing and Serving Low-income Students in Higher Education: An Examination of Institutional Policies Practices and Culture. 217--231. Alicia Dowd. 2011. Improving transfer access for low-income community college students. 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