Melissa Perez
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Melissa Perez has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Patricia Garcia
School of Information, University of Michigan, Ann Arbor, Michigan, USA
2 shared publications - Sangho Suh
The Allen Institute for AI, Seattle, Washington, USA
1 shared publication - Sophia Krause-Levy
University of San Diego, San Diego, CA, USA
1 shared publication - Tamara Nelson-Fromm
University of Chicago, Chicago, IL, USA
1 shared publication
Latest Publications
- Open Access
- 13 April 2026
- Published by Association for Computing Machinery (ACM)
- p. 1-11
Expanding a Temporal Vocabulary Towards Designing for “Undiscoverable Learning”
- 13 April 2026
- Published by Association for Computing Machinery (ACM)
- p. 1-11
Open AccessExpanding a Temporal Vocabulary Towards Designing for “Undiscoverable Learning”
- Open Access
- 17 April 2023
- Published by Association for Computing Machinery (ACM) in ACM Transactions on Computing Education
- Vol. 23 (2) , 1-23
Tracing Participation Beyond Computing Careers: How Women Reflect on Their Experiences in Computing Programs
Norms and values in computing education are constantly changing as dominant narratives about the role of computing in society evolve over time. Within the current evolving landscape of computing education, researchers and practitioners have advocated for ensuring people from all backgrounds, and particularly women, non-binary, and Black, Indigenous, and Latinx people, are able to participate equitably within the field of computing. Yet, the values of computing educational experiences are narrowly framed within career outcomes, such as securing a career in computing, leaving many important experiences and ways of participating in the field out of the picture. To address this, we conducted reflective interviews with women who participated in broadening participation in computing (BPC) programs to understand their perceptions of computing and how it aligns (or not) with what they value about their experiences in computing learning environments. We investigate the following research questions: (1) How do women who participated in BPC programs describe their perceptions of computing? (2) How do those perceptions align or misalign with the program outcomes they valued? The findings from our study call attention to tensions arising from centering “computing careers” in BPC work and highlight the outcomes of participation valued by the women in our study, such as developing communities and relationships, gaining communication skills, and expanding perspectives on skills computer scientists should possess.
- 17 April 2023
- Published by Association for Computing Machinery (ACM) in ACM Transactions on Computing Education
- Vol. 23 (2) , 1-23
Open AccessTracing Participation Beyond Computing Careers: How Women Reflect on Their Experiences in Computing Programs
Norms and values in computing education are constantly changing as dominant narratives about the role of computing in society evolve over time. Within the current evolving landscape of computing education, researchers and practitioners have advocated for ensuring people from all backgrounds, and particularly women, non-binary, and Black, Indigenous, and Latinx people, are able to participate equitably within the field of computing. Yet, the values of computing educational experiences are narrowly framed within career outcomes, such as securing a career in computing, leaving many important experiences and ways of participating in the field out of the picture. To address this, we conducted reflective interviews with women who participated in broadening participation in computing (BPC) programs to understand their perceptions of computing and how it aligns (or not) with what they value about their experiences in computing learning environments. We investigate the following research questions: (1) How do women who participated in BPC programs describe their perceptions of computing? (2) How do those perceptions align or misalign with the program outcomes they valued? The findings from our study call attention to tensions arising from centering “computing careers” in BPC work and highlight the outcomes of participation valued by the women in our study, such as developing communities and relationships, gaining communication skills, and expanding perspectives on skills computer scientists should possess.
- Open Access
- 6 March 2022
- Published by Association for Computing Machinery (ACM)
- p. 1250
Graduate Students in CS Education Research
In this Birds of a Feather (BoF) session, we aim to create and foster a safe and open environment that allows graduate students share experiences and issues with graduate studies in CSEd research. We invite genuine and honest conversations about the challenges facing rising academics and professionals in this area. We have three goals: (1) to foster a community of support among CSEd grad students from around the world, (2) to connect students with new opportunities and ways of thinking about CSEd, and (3) to cultivate mentorship among participants and send them off with potential collaborators, supporters, and advocates.
- 6 March 2022
- Published by Association for Computing Machinery (ACM)
- p. 1250
Open AccessGraduate Students in CS Education Research
In this Birds of a Feather (BoF) session, we aim to create and foster a safe and open environment that allows graduate students share experiences and issues with graduate studies in CSEd research. We invite genuine and honest conversations about the challenges facing rising academics and professionals in this area. We have three goals: (1) to foster a community of support among CSEd grad students from around the world, (2) to connect students with new opportunities and ways of thinking about CSEd, and (3) to cultivate mentorship among participants and send them off with potential collaborators, supporters, and advocates.