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Career stereotyping and misperceptions about the nature of computing are substantive reasons for the under-representation of women in professional computing careers. In this study, 15 women who have work experience in several aspects of computing were asked about their reasons for entering computing, what they liked about working in computing, and what they disliked. While there are many common threads, there are also individual differences. Common reasons for choosing computing as a career included: exposure to computing in a setting which enabled them to see the versatility of computers; the influence of someone close to them; personal abilities which they perceived to be appropriate for a career in computing; and characteristics of such careers which appealed to them. Generally, women working in the field enjoy the work they are doing. Dislikes arising from their work experiences are more likely to be associated with people and politics than with the work they do --- and they would like to have more female colleagues.

Analysis of reasons for the underrepresentation of women in computing and interventions aimed at redressing this imbalance are the subject of individual papers, conference panels, full conference sessions, and journal 'special issues'. Despite this attention, the problem continues, and even, in some countries, worsens. This review of the literature, using a framework already extensively tested in the analysis of health problems, reveals that some deterrents to women studying computing require major shifts in societal behaviour, other deterrents require community re-education, particularly with regard to the nature of computing careers and their suitability for women, and there are some deterrents that are subject to change by individuals or groups of individuals. The frameworkThe problem of female underrepresentation in computing courses has been a topic for research and discussion since at least the early 80s [1, 21. Despite this, female enrolments have fallen, rather than risen, in recent years in the US and the UK [3-51. While various measures to increase the interest of girls in computing have been attempted, relatively few of them have been successful.By using a framework to classify and organise the relevant literature, the causes of underrepresentation of girls and women in computing classes can be identified and strategies for addressing these can be developed. One such framework is the PRECEDE-PROCEED model (Predisposing, Reinforcing and Enabling Constructs in Educational/environmental Diagnosis and Evaluation, and Policy, Regulatory, and Organisational Constructs in Educational and Environmental Development) [6], used extensively in health promotion and planning, and less extensively in education, to identify and address the factors underlying problems within a community. The diagram in Figure 1 is a modified version of the PRECEDE section of the model. The PRECEDE section facilitates the diagnosis of the problem. The model: 1) begins with the identification of a problem affecting Permission to make digital/hard copy of all or pan of this work for personal or classroom use is granted without fee provided that copies are not made or di.stTibuted for profit or commercial advantage. Uw copytight notice, the title of the publication and its date appear, and notftice is given that copying is by permission of ACM, Inc. To copy otherwise, to republish. to post on servers or to rediibute to lists, requires prior speclc permission and/or a fae.ACSE'97. Melbourne, Australia Q 1997 ACM NW91 ~95&0/97/C007 . . ..$3.50 quality of life within a community, 2) reviews data that support the assertion of a problem, 3) identifies behavioural and environmental factors that contribute to the problem, 4) considers the educational and organisational factors that predispose certain individuals to contribute to the problem, the elements that enable occurrence of the behaviour, and the elements of the social environment that positively or negatively reinforce behaviour, and 5) identifies the services and conditions needed to brin...

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