Fostering Gender Diversity in Computing

Prey, Jane; Weaver, Alfred C.

doi:10.1109/mc.2013.97

Cited by 14 publications

(6 citation statements)

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“…Interestingly, the gender gap exists in some countries but not others: for example, it exists in the United States [Fisher et al 1997], Greece [Papastergiou 2008], and Italy [Boschetto and Cortesi 2009], but does not exist in India, Armenia [Gharibyan and Gunsaulus 2006], Malaysia [Mellström 2009], Serbia [Ivanović et al 2010], and Vietnam [Shillabeer and Jackson 2013]. Many authors have emphasized the importance of eliminating the gender gap, citing, among other reasons, benefits for the IT industry [Ashcraft and Blithe 2009], innovation, and productivity [Prey and Weaver 2013].…”

Section: Introductionmentioning

confidence: 99%

Gender and Performance in Computer Science

Wagner

2016

ACM Trans. Comput. Educ.

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The term gender gap refers to the significant underrepresentation of females in many subjects. In Computer Science, the gender gap exists at all career levels. In this article, we study whether there is a performance gap in addition to the gender gap. To answer this question, we analyzed statistical data on student performance in Computer Science from 129 universities in the United Kingdom covering the years 2002 to 2013. We find that male students were awarded significantly more first-class degrees than female students. We evaluate four other subjects—Subjects Allied to Medicine, Business & Administrative Studies, Mathematical Sciences, and Engineering & Technology—and find that they do not exhibit this performance gap. From this finding, we review explanations for the gender and performance gaps, as well as potential solutions to eliminate the gaps. Most solutions do not require major institutional change and could thus be implemented easily.

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Section: Introductionmentioning

confidence: 99%

Gender and Performance in Computer Science

Wagner

2016

ACM Trans. Comput. Educ.

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“…A closer examination of these tacit understandings are particularly timely, given that the persistently lopsided gender makeup of computer and information science programs in U.S. universities and colleges (e.g., only 18% of engineering undergraduates in 2009 were women) suggests that the gender gap in computing education is still obstinately wide (Prey & Weaver, 2013). Yet despite several national initiatives to diversify participation in STEM fields, the underlying culture of computing education remains relatively stagnant, with curriculum, tools, and materials that continue to emphasize areas historically aligned more closely with male interests than women's (Margolis & Fisher, 2003).…”

Section: Disruptive Nexus Of Practicementioning

confidence: 99%

Theorizing the nexus of STEAM practice

Peppler

Wohlwend

2017

Arts Education Policy Review

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Recent advances in arts education policy, as outlined in the latest National Core Arts Standards, advocate for bringing digital media into the arts education classroom. The promise of such Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based approaches is that, by coupling Science, Technology, Engineering, and Mathematics (STEM) and the arts, new understandings and artifacts emerge that transcend either discipline. Evidence of this can be seen through fundamental shifts in both fields; in the arts, artists are expanding the creative potential for design through computational flexibility, which affords artists the ability to exceed the limitations of their tools. The infusion of the arts into STEM has shown to be equally transformative, with the emergence of tools and communities that not only engender new content understandings but also invite participation from populations historically underrepresented in STEM fields. Drawing on over a decade of research at the intersection of the arts, creativity, and new technologies from the Creativity Labs at Indiana University, this article theorizes the learning that takes place at effective couplings of STEAM to assist today's educators in realizing the potential for transformative experiences for learners of all levels. This article provides a synthesis of this past work across two compelling cases of STEAMbased tools, materials, and activities (i.e., the media-rich programming environment Scratch as well as the work the LilyPad Arduino used to create electronic textiles), incorporating findings from more than 50 peer-reviewed papers and books, and conceptually outlines an approach to "gathering STEAM" in arts education classrooms today. Implications are explored for policy makers in teacher education to think about preservice curriculum and field experiences; policy makers in arts education to think about tools needed in classrooms today; as well as how art education can play a critical role in STEM disciplines and offer solutions to address STEM pipeline challenges. Such efforts extend current and prior discussions in the arts education landscape about the use of new technologies, and draw our attention to how new technologies can be leveraged for artistic expression.

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“…The lack of women in the computing profession is an ongoing concern in many places including Europe, North America and Australia, and this has been well documented in the literature (see for example Clarke 1990;Edwards & Kay 2001;Galphin 2002;Adam, Howcroft & Richardson 2004;Klawe, Whitney & Simard 2009, Prey & Weaver 2013.…”

Section: Introductionmentioning

confidence: 97%

Australian Interventions for Women in Computing: Are We Evaluating

Craig

2014

AJIS

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There are many reasons why the gender imbalance in computing should be of concern to the profession. Over the last 20 years there have been many intervention programs which attempt to redress this situation and encourage more women into computing. To determine whether an intervention program has made a difference requires evaluation. Program evaluation is the careful collecting of information about a program so that those responsible can make informed decisions regarding the programs. This multi-case study investigation into 14 major programs conducted in Australia shows that many projects are not evaluated due to a lack of time, expertise and money. Without dissemination of detailed evaluations it is not possible to work out which intervention programs should be replicated and which should be modified or abandoned.

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Fostering Gender Diversity in Computing

Abstract: Computing and information technology are among the fastest growing US industries, and participating in efforts to attract and retain a diverse workforce will provide a valuable contribution toward meeting future demands in these professions.

Cited by 14 publications

References 0 publications

Gender and Performance in Computer Science

Gender and Performance in Computer Science

Theorizing the nexus of STEAM practice

Australian Interventions for Women in Computing: Are We Evaluating

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