Broadening participation: The why and the how

Eney, Crystal; Lazowska, Edward D.; Martin, Howard H.; Reges, Stuart

doi:10.1109/mc.2013.83

Cited by 9 publications

(7 citation statements)

References 3 publications

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“…had found that students' experiences in their CS courses affect their decisions to major in CS and their retention rates. Eney, Lazowska, Martin, and Reges (2013) and Cohoon et al (2013) found that many CS majors, especially females, had not intended to major in CS until they took their first CS course. Indeed, the present study found that positive experiences with the instructor in their first CS class predicted greater intention to take more CS classes.…”

Section: Experiences In Cs Classes and Role Modelsmentioning

confidence: 99%

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Beyer

2014

Computer Science Education

271

147

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Section: Experiences In Cs Classes and Role Modelsmentioning

confidence: 99%

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Beyer

2014

Computer Science Education

271

147

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“…Estudos mostram que existe uma série de fatores que levam ao desinteresse pela computação por parte das mulheres [Burge and Suarez 2005] [Beaubouef and Zhang 2011] [Eney et al 2013] [DuBow 2013] [Klawe 2013]. Dentre as principais causas estão a falta de "modelos femininos" na área, o fato das mulheres se sentirem excluídas em ambientes (estudantis ou profissionais) dominados por homens, a falta de incentivo para que sigam uma carreira na área e o fato de não se sentirem à vontade com a cultura da computação/tecnologia.…”

Section: Introductionunclassified

Oficinas de Programação para Meninas: Despertando o Interesse Pela Computação

Mattos¹,

Moreira²,

Moura³

et al. 2018

Anais Do Workshop Sobre Educação Em Computação (WEI)

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The present report describes the activities carried out in an extension project that has been working in the education of students of the first year of high school, promoting, through programming workshops, the real contact with the area of computation. Data collected during the three years of the project show that most of the students do not have prior knowledge about programming and consider the activity difficult; it was also observed that they are motivated, interested and challenged in learning to program and perceive that the area of computation is also for them. From the evaluation at the end of the action, it can be seen that the workshops have been fulfilling their role in promoting female empowerment as well as contributing to the girls' citizenship.Resumo. O presente relato descreve as atividades realizadas em um projeto de extensão que vem atuando na educação de alunas do primeiro ano do ensino médio, promovendo, através de oficinas de programação, o contato real com a área de computação. Dados coletados durante os três anos do projeto mostram que a maioria das alunas não tem conhecimento prévio sobre programação e consideram a atividade difícil; observou-se ainda que elas se mostram motivadas, interessadas e desafiadas em aprender a programar e percebem que a área de computação também é para elas. A partir da avaliação ao final da ação, pôde-se constatar que as oficinas vem cumprindo seu papel na promoção do empoderamento feminino bem como contribuindo com a formação cidadã das meninas.

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“…Though increased funding from both the private (e.g., Apple Inc. and the Gates Foundation) and public sectors (e.g., NSF), along with the launch of university programs (e.g., Alvarado and Dodds, 2010;Eney et al, 2013) and national initiatives specifically targeted at diversifying the pool of students exposed to The hypothesis addressed in the present paper is that that reframing introductory programming experiences from the discipline-specific to an approach that tackles real world questions across multiple disciplines will contribute to improving access to programming skills for students from a wider range of educational, social and economic backgrounds. Previous publications have described the development of a multidisciplinary data analysis course (Dierker, et al, 2012) aimed at engaging students in data-oriented projects that rely heavily on programming.…”

Section: Introductionmentioning

confidence: 99%

Increasing Exposure to Programming: A Comparison of Demographic Characteristics of Students Enrolled in Introductory Computer Science Programming Courses vs. a Multidisciplinary Data Analysis Course

Cooper¹,

Dierker²

2016

IRHE

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Upward trends in programming careers and increases in programming in less traditionally computer-oriented occupations threaten to further increase the current underrepresentation of both females and individuals from racial minority groups in these disciplines. Using administrative data (2009 -2014), the present study compares demographic characteristics of students enrolled in a course that introduced programming: a multidisciplinary data analysis course, an introductory programming course, or an introductory computer science (CS) gateway course. The multidisciplinary data analysis course enrolled significantly more female students and students with lower Math SAT scores. Females were overrepresented in the data analysis course and underrepresented in the introductory programming and CS gateway courses relative to the larger campus community, with similar findings for underrepresented minority students. Less emphasis on traditional approaches to introductory programming and increased interdisciplinary opportunities to tackle real world questions may be one way to improve access to programming experiences for students from a wider range of educational, social and economic backgrounds.

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Broadening participation: The why and the how

Abstract: There are many reasons for striving to increase the representation of women in the computing field, but the most compelling one is the enhanced quality of the solutions diverse contributors can achieve.

Cited by 9 publications

References 3 publications

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Oficinas de Programação para Meninas: Despertando o Interesse Pela Computação

Increasing Exposure to Programming: A Comparison of Demographic Characteristics of Students Enrolled in Introductory Computer Science Programming Courses vs. a Multidisciplinary Data Analysis Course

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