Abstract Decades of research suggests that internship participation in college supports students’ career development and transition into post-college careers. Given the gender and racial/ethnic equity gaps in the STEM workforce, especially in the subfield of computing and technology, increasing the number of students who participate in computing-related internships during college may be one way to promote broader participation in these fields. Yet, few studies have examined internships as a pathway to careers in computing and technology for women and Students of Color majoring in fields other than computing. This study examines the characteristics of non-computing students who participated in computing-related internships and the nature of these experiences. Using survey data from 15 institutions and social cognitive career theory as a guiding framework, we find that 51% of non-computing students who participated in computing-related internships reported that they were more interested in a computing career following their internships. Computing self-efficacy was the strongest predictor of intent to pursue a career in computing among non-computing majors. Results also explore differences in gender and race/ethnicity in internship participation and experiences, with implications for higher education policy and practice.
Lehman et al. (Thu,) studied this question.
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