Grounded in Theory, Driven by Impact

The P2SCS program is rooted in evidence-based theoretical frameworks that shape its interventions, foster student success, and support inclusive excellence in computing. Each component of the program, from workshops to mentorship, has been intentionally designed with these frameworks in mind.

Theoretical Foundations of the P2SCS Program

  • Design-Based Research (DBR): Serves as the methodological foundation for iteratively refining P2SCS. It combines real-world practice and theory building by continuously improving interventions based on observed outcomes.
  • Social Cognitive Theory (SCT): Informs the program’s focus on self-efficacy, observational learning, and reciprocal determinism. Students are supported in developing belief in their own academic potential through guided mastery experiences.
  • Self-Regulated Learning (SRL): Embedded in the check-ins and non-technical workshops, SRL encourages reflection, goal setting, and active learning strategies to empower student autonomy.
  • Expectancy-Value Theory (EVT): Underpins activities that enhance motivation by reinforcing the value of coursework, career relevance, and confidence in success, particularly through site visits and peer mentorship.
  • Tinto’s Theory of Student Retention: Supports interventions designed to foster both academic and social integration, reducing attrition through meaningful community and instructional support.
  • Cognitive Load Theory (CLT): Shapes the technical workshop design to reduce extraneous load and promote schema acquisition through strategic scaffolding of problem-solving tasks.
  • Social Constructivism (Vygotsky): Guides collaborative learning in technical and non-technical workshops through peer discussion, ZPD-based scaffolding, and reflection-based activities.
  • Engagement Practices Framework (NCWIT): Provides a blueprint for inclusive teaching strategies and interventions that foster a sense of belonging and identity for underrepresented students in computing.
  • Analogical Problem Solving: Used to deepen conceptual understanding by helping students draw meaningful connections between problems that share deep structures but differ in surface details.
  • Equity and Access Frameworks: Influence the provision of academic, social, financial, and cultural capital that collectively enhance the success of underrepresented minority students in STEM.