Women+in+CS

National Center for Women in Information Technology - resources page (references to articles, assessments, etc) NCWIT Research Summary and Action Items

Unlocking the Clubhouse - How Carnegie Mellon increased retention of females in their CS major. First describes reasons why women were leaving the major and the steps they took to overcome these obstacles.

Sanders 2005 - Good Review Article on Gender & Tech in Ed

Gupta 2000, often-cited article

Wilson 2006: Gender & Types of CS Assignments Preferred

Peer-led team learning, article providing one example of successful recruitment and retention of women in CS

[|Girl Scouts -- Lessons Learned] wrt engaging women in CT

Strategy for evaluating gender bias in software

The following is from From NCWIT 'Survey-in-a-Box'

Questions in the "Student Experience of the Major Survey-in-a-Box" are based in research on reasons for low participation in undergraduate computing by women:

Experience and Gendered Responses to Grades: Most introductory courses are not true introductions, but instead geared toward students with some programming experience. Research shows that 1) women are less likely to enter computing with a background that includes programming; 2) prior programming experiences is positively associated with success in introductory courses. Combined, these factors lead to lower retention of women.

Meaningful Assignments and Curriculum: Educational research and research on women in computing both emphasize the importance of linking assignments and curriculum to students’ existing knowledge and experiences. The SEM Survey will help you to ensure you are making the major relevant to all students, increasing their interest and motivation.

Student Support: Both student-student and faculty-student support mechanisms are central to increasing student engagement and to retaining women in computing. A variety of support mechanisms are possible, such as faculty encouragement of students to continue in the major, formalized tier and peer mentoring programs, and many more.

Teaching methods: Collaborative learning environments, where students have the opportunity to talk informally with other students, are related to both male and female students’ retention in the major. Training of teaching assistants is also associated with improved learning.

Stereotypes, racism, and sexism: Students who are under-represented in curricular programs participate under different conditions than those of their majority peers. These different conditions under which under-represented students must operate make it more difficult to succeed, since they are fighting two battles: 1) to learn with their peers; 2) to prove to faculty and peers that they can learn with their peers.

While this summary is based on research on women and minorities, experts agree that changes made to overcome these barriers and to enhance enablers improve the success and retention rates of both male and female students.

The most comprehensive and up-to-date review of the research literature on undergraduate women in computing is:

Cohoon,J.M.andAspray,W. (2006).Acriticalreviewoftheresearchonwomen’sparticipationinpostsecondary computingeducation. InJ.M.CohoonandW.Aspray(Eds.),WomenandInformationTechnologyResearchon Underrepresentation. Boston, MA: MIT Press, pp. 137-180.