Characteristics of High School and College Women Interested in Information Technology

Creamer, Elizabeth G.; Burger, Carol J.; Meszaros, Peggy S.

doi:10.1615/jwomenminorscieneng.v10.i1.50

Cited by 23 publications

(17 citation statements)

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“…Values and interests Like others, this study found that women show more intrinsic concerns when selecting a career. They seek careers that match their interests, allow them to help others, work with people, and provide the opportunity to combine career and family (Beyer & Haller, 2006;Creamer, Burger, & Meszaros, 2004;Keup & Stolzenberg, 2004;Margolis & Fisher, 2001;Sax et al, 2003;Weisgram & Bigler, 2006;Weisgram, Dinella, & Fulcher, 2011;Woszczynski & Shade, 2010). Women desire careers with opportunities for social interaction and nurturing (Carter, 2006;Cross & Madson, 1997;Lippa, 1998;Rommes et al, 2007;Zahn-Waxler, 2000).…”

Section: Stereotypes and Beliefs About Csmentioning

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: Stereotypes and Beliefs About Csmentioning

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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“…To assess students' biases about CIS professionals, we used a scale drawn from an earlier study of high school and college undergraduates [Creamer et al 2004]. Using a scale from 1 = Very Strongly Disagree to 7 = Very Strongly Agree, students rated agreement to stereotypical terms that might characterize "the types of individuals who choose careers related to information technology".…”

Section: Cis Experience and Attitudesmentioning

confidence: 99%

“…For this we used a scale of nine career attitude items drawn from a study of high school and college men and women [Creamer et al 2004]. The items probe knowledge of and plans for pursuing a job in a computer-related field, expectations for satisfaction and success in such jobs, and the extent to which family and friends believe such jobs are a good choice.…”

Section: Career Orientationmentioning

confidence: 99%

Orientation of Undergraduates Toward Careers in the Computer and Information Sciences

Rosson

Carroll

Sinha

2011

ACM Trans. Comput. Educ.

109

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Researchers have been working to understand the factors that may be contributing to low rates of participation by women and other minorities in the computer and information sciences (CIS). We describe a multivariate investigation of male and female university students' orientation to CIS careers. We focus on the roles of self-efficacy and peer-based social support as social-cognitive variables in the students' learning process. We explore these variables and their impact on career orientation through a set of overlapping regression models. In general, we find that strong social support and high self-efficacy are associated with strong orientation toward careers in CIS careers. However the influences of perceived self-efficacy and social support appear to differ for men and women: while low self-efficacy is tied to less social support for males, we see no similar tendency for females. In fact many females who report themselves as low in self-efficacy consider themselves to have high social support among their peers. We discuss the implications of our findings for programs aimed at outreach to both males and females regarding CIS education and careers. ACM Reference Format:Rosson, M. B., Carroll, J. M., and Sinha, H. 2011. Orientation of undergraduates toward careers in the computer and information sciences: Gender, self-efficacy and social support. ACM Trans. Comput.

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“…They must be attracted to IT careers, and encouraged to become leaders in the field. As remarked by Creamer, Burger & Mezaros [6], one of the challenges to be faced is how to show young women who enjoy using computers that this enjoyment can be the basis for career choices.…”

Section: Proposed Actionsmentioning

confidence: 99%

From subject of change to agent of change

Medeiros

2005

Proceedings of the International Symposium on Women and ICT Creating Global Transformation - CWIT '05

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Brazil has one of South America's largest information technology (IT) communities. One hundred million people voted electronically for President and congress in 2004, and 97 percent of all income tax declarations are submitted via the Internet. Over 20,000 students graduate every year in computer science alone, and two of the federal government's four industrial priorities are related to IT -software and semiconductors. Though women represent 60 percent of the country's college graduates, less than 5 percent choose Computer Science as a major. Programs to foster gender equality have little intersection with the national digital inclusion program. This paper points out actions that may be considered to allow Brazilian women to become full citizens of the information society. These actions concern formal and informal means of education, and on visibility and advocacy.

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Characteristics of High School and College Women Interested in Information Technology

Cited by 23 publications

References 0 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

Orientation of Undergraduates Toward Careers in the Computer and Information Sciences

From subject of change to agent of change

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