03/13/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Heather Sutkowski “Debugging Destiny: Building Computer Science Career Self-Efficacy and Outcome Expectancy Through Role Model Interactions in an Elementary Class”

Candidate: Heather Sutkowski
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Thursday, March 27, 2025
Time: 2 p.m.
Location: Remote Zoom link:
Thesis/Dissertation Title: "Debugging Destiny: Building Computer Science Career Self-Efficacy and Outcome Expectancy Through Role Model Interactions in an Elementary Class”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Bill Goldsworthy, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Eleanor Abrams, Ph.D., Associate Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Linda Riley, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
Computer science (CS) education is foundational for 21st century learning. Equipping students for the future begins with becoming active problem-solvers and confident critical thinkers in elementary school. Early CS learning increases self-efficacy, the ability to reject beliefs in gender stereotypes, and the likelihood of future CS participation. However, self-efficacy alone does not equate to high career self-efficacy. Especially for female students who are underrepresented in the computing field, direct instruction of CS careers is necessary at an early age. This mixed-methods study focused on understanding how interactions with diverse and non-stereotypical CS role models impacted fifth- and sixth-grade students’ attitudes toward CS careers by highlighting interpersonal skills and collaborative work. Research questions examined the effects of these role model experiences and their influence on different genders. Findings provided evidence of increased career self-efficacy and outcome expectancy post-intervention in both male and female students (n=22) due to broadened understanding and newfound awareness of CS careers. Female students reported they began to see themselves in CS careers after learning that CS jobs required teamwork and empathy. This study concluded that special consideration must be given to developing student attitudes (self-efficacy and outcome expectancy) toward careers. Recommendations are included for how to scale the intervention and continue collaboration with industry partners.