Jasmine Batten

Ph.D. Candidate

Lecture Information:
  • October 21, 2022
  • 1:30 PM
  • Zoom

Speaker Bio

Jasmine Batten (pronouns: she/her) is a Ph.D. candidate and National Science Foundation (NSF) graduate research fellow at the Knight Foundation School of Computing and Information Sciences (KFSCIS) at Florida International University (FIU), working on computer science education research. Her current research interests include broadening participation for female and racially minoritized students in undergraduate computer science through the investigation of identity development, inclusive instructional practices, and exploration of student and faculty mindset beliefs. Before pursuing her Ph.D. program, Jasmine earned a bachelor’s degree in computer science with honors in 2019 at FIU and worked under Dr. Monique Ross as an undergraduate research assistant in computer science education research. In 2019, she presented a poster presentation at the Special Interest Group in Computer Science Education (SIGCSE) and presented her Advanced Research and Creativity in Honors (ARCH) thesis at the Conference for Undergraduate Research at FIU (CURFIU) on gamification and computing identity development computer science education. As a Ph.D. student, Jasmine was awarded a graduate research assistantship under Dr. Monique Ross and subsequently awarded a prestigious NSF Graduate Research Fellowship to fund her research on broadening participation as it relates to instructional practices and beliefs in computing. Jasmine has published several manuscripts in journals and conferences in the computer science and engineering education fields. Specifically, she has published one journal article in the Journal of Computing in Higher Education and three conference papers in the American Society of Engineering Education (ASEE) related to broadening participation for female and racially minoritized students in computer science. Her recent conference paper at ASEE won 1st place in Best Student Presentation within the First-Year Programs Division. In addition to her contributions to the body of knowledge in computer science education, Jasmine has served as a mentor and teacher to undergraduate and graduate students in her computer science community to help broaden participation via practice.


Over the past several decades, computing fields have been growing and increasing in occupational demand for educated computing professionals. The demand for computing professionals has highlighted considerate gender and racial disparities in computing degree attainment, specifically for women, Black/African American women, Hispanic/Latina women, and American Indigenous women. To answer this call, computer science education researchers have been investigating what promotes persistence for undergraduate women pursuing computer science degrees. Belief that ability and intelligence are fixed, known as fixed mindset may be perpetuated within undergraduate computing classrooms serving as a barrier to participation. Computing classroom cultural factors may be related to mindset beliefs of students, including messages about ability known as mindset messages. It is currently unknown how mindset messages are communicated in computing classrooms and how they impact students’ mindsets and computing identities thus leading to either persistence or attrition.

To further understand computing identity development, this dissertation proposes a convergent mixed-methods study to understand how female students’ mindset, computing identity, and persistence are interrelated and impacted by mindset messages from computing classroom cultures. The convergent mixed-methods study consists of three phases. The first phase is a quantitative study that will investigate the potential relationships between these constructs using student survey data collected from students in undergraduate computer science classrooms. The second phase is a qualitative study that will use a comparative ethnography methodology to analyze how mindset messages are communicated within undergraduate computing classroom cultures along with their impacts on female students’ computing identities and mindsets. The third phase will merge the findings from both studies which may provide evidence of a new theory related to mindset and computing identity development. The findings of this dissertation will contribute to the body of knowledge in computer science education research on the impacts of mindset messages from computing classrooms on female students’ persistence and identify future areas of study on mindset beliefs in computing.

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