Emergency funding for women in undergraduate computing: Toward an asset-based model and research framework

Emergency funding may play a critical role in increasing retention and degree attainment for low-income women in computing majors. This study elevates the goals and experiences of women nearing completion of their degrees and sheds light on economic and sociological factors that may impact their persistence and completion, allowing too few to recognize their academic and professional potential. The study provides a bottom-up approach to sharing stories about broadening participation, while establishing larger patterns. Data are from women funded by the Last Mile Education Fund, 711 applications and interviews with 196 of the 305 awardees. Awards totaled $260,000, averaging approximately $820 each. Interviews with near-peers on program staff fostered well-being and provided a safe environment for awardees to share their stories and provide data. Quantitative and qualitative results demonstrate the need for emergency funding to increase the persistence of low-income women in computing pathways. They indicate the potentially far-reaching benefits of timely financial assistance and how much economics can shape academic trajectories and student well-being. The study highlights competing demands outside the classroom, choices students may confront, and how COVID-19 changed lives and trajectories. Discussion topics include the adequacy of funding, indicators of financial distress, where emergency funding is most needed, and what solutions may look like for creating a more equitable, diverse and inclusive system for those entering computing fields.