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 non-technical women into the software engineering field.

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.