Modernizing Women's Learning in Software Development: A Study on Constructionist Pedagogy and Networked Support
We present the results of a study of the learning practices of adult women in a 10 week
software engineering bootcamp in San Francisco. We explore the technical, social, and
pedagogical constructionist practices resulting from student immersion in this
organization. The results of our research reveal how cultivating a distributed and
collocated learning process that incorporates communal support at the peer and
instructional levels, while providing a network of alums and industry mentors to encourage
and refine career prospects, can facilitate successful inclusion and transitioning of nontechnical women into the software engineering field.