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This study uses primary empirical data to better understand women's reasons for leaving undergraduate computer science and computer engineering education programs. It draws on social control theory to integrate student perspectives with structural considerations, demonstrating how secondhand knowledge of comparatively infrequent negative experiences achieves substantial immediacy and veracity among women students en masse, thereby contributing to increased attrition.
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Keywords: Attrition; computer science education; minority-serving institution; retention; social control theory

Document Type: Research Article

Affiliations: School of Public Administration, University of New Mexico, Albuquerque, NM, USA

Publication date: April 1, 2007

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