Recruitment and retention of women graduate students in computer science and engineering

Cuny, Janice E.; Aspray, William

doi:10.1145/543812.543852

Cited by 90 publications

(66 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Y son estudios como estos los que han hecho proliferar intervenciones y programas centrados en tratar de abordar estos aspectos, para conseguir finalmente incrementar la matriculación de alumnas. Nos encontramos ante recomendaciones variadas que van desde el énfasis general en la creación de entornos más propicios para niñas y jóvenes de modo que tengan ejemplos de modelos femeninos en esos ámbitos hasta la propuesta de trabajar con el profesorado de colegios e institutos para realizar acciones de divulgación y enrolamiento en actividades informáticas (Chinn y VanDeGrift, 2008;Cuny y Aspray, 2000;McGrath, 2001;Yelland y Rubin, 2002). Sin dejar de atender a la importancia de la educación formal y la experiencia y aptitudes promovidas en este contexto, los estudios revisados coinciden también en señalar la importancia de la experiencia informal con las tecnologías como factor crítico en el desarrollo de habilidades, aptitudes e intereses tecnológicos.…”

unclassified

Gender and ICT: around the gender digital divide

2012

View full text Add to dashboard Cite

unclassified

Gender and ICT: around the gender digital divide

2012

View full text Add to dashboard Cite

“…Furthermore, the loss of self-esteem by women increased significantly as they advanced in their academic career while that of men decreased slightly (Pearl et al, 1990). This phenomenon leads scholars to search for factors that influence differences between computer self-efficacy in men and women (Bernstein, 1991;Beyer, 1990;Burton, 1987;Cassidy & Eachus, 2002;Cuny & Aspray, 2000;Pearl et al, 1990;Widnall, 1988).…”

Section: Theoretical Development Computer Self-efficacy and Gendermentioning

confidence: 99%

“…In addition to mentoring, women faculty in IT also serve as role models for female students to help overcome stereotypes of women in computing by countering the computational reticence (Cuny & Aspray, 2000). Computational reticence, according to Turkle (1988), refers to women deliberately avoiding the computer because they perceive it as a personal and cultural symbol of what a woman is not-a macho, competitive, and sometimes violent and all-consuming "intimate machine."…”

Section: Mentor-protégé Similarities and Self-efficacymentioning

confidence: 99%

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Goh

Ogan

Herring

et al. 2007

Journal of Educational Computing Research

View full text Add to dashboard Cite

This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.

show abstract

“…There are several recommendations for increasing the retention of females in computer science and engineering degrees. Providing mentors in specific disciplines and peer support accessible to the students encourage persistence and success in their studies [3] [4]. Personal encouragement while still in high school also have shown to be a major influence in the decision for females to go into the sciences [8].…”

Section: Introductionmentioning

confidence: 99%