Log in

Relevant bibliographies by topics / Women and computer science / Journal articles

To see the other types of publications on this topic, follow the link: Women and computer science.

Journal articles on the topic 'Women and computer science'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Women and computer science.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

KORDAKI, Maria, and Ioannis BERDOUSIS. "IDENTIFYING BARRIERS FOR WOMEN PARTICIPATION IN COMPUTER SCIENCE." Pro Edu. International Journal of Educational Sciences 2, no. 2 (January 26, 2020): 5–20. http://dx.doi.org/10.26520/peijes.2020.2.2.5-20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kick, Russell C., and F. Stuart Wells. "Women in computer science." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 203–7. http://dx.doi.org/10.1145/169073.169415.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Othman, Mazliza, and Rodziah Latih. "Women in computer science." Communications of the ACM 49, no. 3 (March 2006): 111–14. http://dx.doi.org/10.1145/1118178.1118185.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Henderson, Peter B., Paul De Palma, Vicki L. Almstrum, Orit Hazzan, and Kim Potter Kihlstrom. "Women, mathematics and computer science." ACM SIGCSE Bulletin 34, no. 1 (March 2002): 131–32. http://dx.doi.org/10.1145/563517.563389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fisher, Allan, Jane Margolis, and Faye Miller. "Undergraduate women in computer science." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 106–10. http://dx.doi.org/10.1145/268085.268127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Brown, Judy, Peter Andreae, Robert Biddle, and Ewan Tempero. "Women in introductory computer science." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 111–15. http://dx.doi.org/10.1145/268085.268128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gürer, Denise W. "Pioneering women in computer science." Communications of the ACM 38, no. 1 (January 2, 1995): 45–54. http://dx.doi.org/10.1145/204865.204875.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Roberts, Eric S., Marina Kassianidou, and Lilly Irani. "Encouraging women in computer science." ACM SIGCSE Bulletin 34, no. 2 (June 2002): 84–88. http://dx.doi.org/10.1145/543812.543837.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Gürer, Denise. "Pioneering women in computer science." ACM SIGCSE Bulletin 34, no. 2 (June 2002): 175–80. http://dx.doi.org/10.1145/543812.543853.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Agarwal, Swati, Nitish Mittal, Rohan Katyal, Ashish Sureka, and Denzil Correa. "Women in computer science research." ACM SIGCAS Computers and Society 46, no. 1 (March 28, 2016): 7–19. http://dx.doi.org/10.1145/2908216.2908218.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Palma, Paul De. "Viewpoint: Why women avoid computer science." Communications of the ACM 44, no. 6 (June 2001): 27–30. http://dx.doi.org/10.1145/376134.376145.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

STEPULEVAGE, LINDA, and SARAH PLUMERIDGE. "Women Taking Positions Within Computer Science." Gender and Education 10, no. 3 (September 1998): 313–26. http://dx.doi.org/10.1080/09540259820925.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Myers, J. Paul. "Men supporting women computer science students." ACM SIGCSE Bulletin 24, no. 1 (March 1992): 63–66. http://dx.doi.org/10.1145/135250.134524.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Adams, Elizabeth S., Orit Hazzan, Hrafn Loftsson, and Alison Young. "International perspective of women and computer science." ACM SIGCSE Bulletin 35, no. 1 (January 11, 2003): 45–46. http://dx.doi.org/10.1145/792548.611897.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Varma, Roli. "Indian Women and Mathematics for Computer Science." IEEE Technology and Society Magazine 30, no. 1 (2011): 39–46. http://dx.doi.org/10.1109/mts.2011.940294.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Beyer, S., K. Rynes, and S. Haller. "Deterrents to women taking computer science courses." IEEE Technology and Society Magazine 23, no. 1 (2004): 21–28. http://dx.doi.org/10.1109/mtas.2004.1273468.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Egan, Mary Anne L. "Teaching a "women in computer science" course." ACM SIGCSE Bulletin 39, no. 3 (June 25, 2007): 216–20. http://dx.doi.org/10.1145/1269900.1268848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Townsend, Gloria, and Sheldon Waite. "Bringing more women, immigrants, to computer science." Communications of the ACM 62, no. 7 (June 24, 2019): 8–9. http://dx.doi.org/10.1145/3329705.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Kim, Karen A., Amy J. Fann, and Kimberly O. Misa-Escalante. "Engaging Women in Computer Science and Engineering." ACM Transactions on Computing Education 11, no. 2 (July 2011): 1–19. http://dx.doi.org/10.1145/1993069.1993072.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Lunn, Stephanie, Leila Zahedi, Monique Ross, and Matthew Ohland. "Exploration of Intersectionality and Computer Science Demographics." ACM Transactions on Computing Education 21, no. 2 (June 2021): 1–30. http://dx.doi.org/10.1145/3445985.

Full text

Abstract:

Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. Using descriptive statistics, we present the enrollment and graduation rates for those situated at the intersection of race/ethnicity and gender between 1987 and 2018. In this work, we observed periods of significant flux for Black men and women, and White women in particular, and consistently low participation of Hispanic/Latinx and Native American men and women, and Asian women. To provide framing for the evident peaks and valleys in participation, we applied historical context analysis to describe the political, economic, and social factors and events that may have impacted each group. These results put a spotlight on populations largely overlooked in statistical work and have the potential to inform educators, administrators, and researchers about how enrollments and graduation rates have changed over time in computing fields. In addition, they offer insight into potential causes for the vicissitudes, to encourage more equal access for all students going forward.

APA, Harvard, Vancouver, ISO, and other styles

21

Pfleeger, Shari Lawrence, Pat Teller, Sheila E. Castaneda, Manda Wilson, and Rowan Lindley. "Increasing the enrollment of women in computer science." ACM SIGCSE Bulletin 33, no. 1 (March 2001): 386–87. http://dx.doi.org/10.1145/366413.364752.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Santovec, Mary Lou. "Klawe Determined to Boost Women in Computer Science." Women in Higher Education 23, no. 12 (December 2014): 6–7. http://dx.doi.org/10.1002/whe.20140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Howell, Kathy. "The experience of women in undergraduate computer science." ACM SIGCSE Bulletin 25, no. 2 (June 1993): 1–8. http://dx.doi.org/10.1145/152751.152752.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mochetti, Karina. "The Impact of Women in Computer Science History: A Post-War American History." Transversal: International Journal for the Historiography of Science, no. 6 (June 30, 2019): 65. http://dx.doi.org/10.24117/2526-2270.2019.i6.07.

Full text

Abstract:

Women have always played an important role in Computer Science findings, but their importance has always been overshadowed by men. Nowadays, men outnumber women by 3 times on computing occupations in the US, but still women prove to be essential on the development of technological fields. This work intends to place women at the forefront of computer science’s history. In order to demonstrate that their work was essential for the development of current technologies, a broad historical overview is given. This overview is chronologically and thematically structured in several periods, from the early computer machines (before 1900) to our current digital society (after 2010). Finally, an outlook on the role of women in computing is given. A detailed discussion of individual contributions by women would go beyond the scope of this work. Nor can a sociological analysis of the reasons for the gender gap be provided. Nevertheless, the work wants to be more than a mere quantitative enumeration of women’s contributions to computer sciences. The essay wants to plea for the integration of these women in the literature, i.e., in the historiography of computer sciences, which requires to reconsider the self-image of this discipline.

APA, Harvard, Vancouver, ISO, and other styles

25

Almstrum, Vicki L., Anita Borg, and J. Paul Myers. "Improving mentoring for women in computer science fields (abstract)." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 294. http://dx.doi.org/10.1145/169073.169521.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

DuBow, Wendy M., Beth A. Quinn, Gloria Childress Townsend, Rosario Robinson, and Valerie Barr. "Efforts to Make Computer Science More Inclusive of Women." ACM Inroads 7, no. 4 (November 21, 2016): 74–80. http://dx.doi.org/10.1145/2998500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ong, Maria (Mia). "The status of women of color in computer science." Communications of the ACM 54, no. 7 (July 2011): 32–34. http://dx.doi.org/10.1145/1965724.1965737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Cozza, Michela. "Narratives on platform: stories for women in computer science." International Journal of Continuing Engineering Education and Life-Long Learning 18, no. 2 (2008): 197. http://dx.doi.org/10.1504/ijceell.2008.017376.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Alvarado, Christine, and Eugene Judson. "Using targeted conferences to recruit women into computer science." Communications of the ACM 57, no. 3 (March 2014): 70–77. http://dx.doi.org/10.1145/2500883.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Klawe, Maria. "Increasing the number of women majoring in computer science." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 562. http://dx.doi.org/10.1145/1047124.1047346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Jagacinski, Carolyn M., William K. Lebold, and Gavriel Salvendy. "Gender Differences in Persistence in Computer-Related Fields." Journal of Educational Computing Research 4, no. 2 (May 1988): 185–202. http://dx.doi.org/10.2190/rlnq-ud8h-ubbj-22dp.

Full text

Abstract:

The effectiveness of precollege and college achievement measures in predicting persistence for men and women in computer-related fields was examined. Persistence rates were similar for men and women in computer technology, electrical/computer engineering, and industrial engineering. However, fewer women than men persisted in computer science. Discriminant function analysis was conducted separately for men and women in each field and was equally effective for men and women in correctly classifying persisters and nonper-sisters (64–72%) in each field except computer technology where the classification rate was considerably lower for women (58%). GPA was generally the most important variable followed by a measure of math ability. High school science grades and number of semesters were often selected for the discriminant function for men, but not for women. The potential role of nonachievement factors in persistence such as peer and faculty support and expectancies are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

32

Kersteen, Zoe A., Marcia C. Linn, Michael Clancy, and Curtis Hardyck. "Previous Experience and the Learning of Computer Programming: The Computer Helps Those Who Help Themselves." Journal of Educational Computing Research 4, no. 3 (August 1988): 321–33. http://dx.doi.org/10.2190/9le6-mbxa-jdpg-ug90.

Full text

Abstract:

Recent developments in mathematics education indicate that previous experience is the best predictor of high school math achievement scores. Given this information we hypothesized that previous experience with computers would serve as a predictor of performance in college computer science courses. Also of interest was the possible interaction of gender, prior computing experience and computer science course performance. To examine these issues, we designed and administered a questionnaire to students across two semesters of the first year Pascal programming course at the university level. Roughly one-quarter of the students enrolled across the two semesters were female. Results show that males have more prior experience, especially in advanced computer science topics, than females, and that much of this prior experience is gained outside of school through “hacking” and unguided exploration. Amount of prior computing experience was found to predict course performance for males. For females very little prior experience was reported and this limited amount of experience was not predictive of course performance. The question of why women have so little prior experience with computers and are so sparsely represented in computer science courses is addressed.

APA, Harvard, Vancouver, ISO, and other styles

33

Machover, Carl, and Alyce Branum. "Women in computer graphics." ACM SIGGRAPH Computer Graphics 32, no. 2 (May 1998): 28–30. http://dx.doi.org/10.1145/282037.282044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Scragg, Greg, and Jesse Smith. "A study of barriers to women in undergraduate computer science." ACM SIGCSE Bulletin 30, no. 1 (March 1998): 82–86. http://dx.doi.org/10.1145/274790.273167.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Frieze, Carol, and Jeria L. Quesenberry. "How computer science at CMU is attracting and retaining women." Communications of the ACM 62, no. 2 (January 28, 2019): 23–26. http://dx.doi.org/10.1145/3300226.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lips, Hilary M., and Linda Temple. "Majoring in computer science: Causal models for women and men." Research in Higher Education 31, no. 1 (February 1990): 99–113. http://dx.doi.org/10.1007/bf00992559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Camp, Amanda G., Diane S. Gilleland, Carolyn Pearson, and James Vander Putten. "Differentiating between Women in Hard and Soft Science and Engineering Disciplines." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (November 2009): 363–84. http://dx.doi.org/10.2190/cs.11.3.d.

Full text

Abstract:

The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

APA, Harvard, Vancouver, ISO, and other styles

38

Papadakis, Stamatios, Christina Tousia, and Kalliopi Polychronaki. "Women in computer science. The case study of the Computer Science Department of the University of Crete, Greece." International Journal of Teaching and Case Studies 9, no. 2 (2018): 142. http://dx.doi.org/10.1504/ijtcs.2018.090963.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Papadakis, Stamatios, Kalliopi Polychronaki, and Christina Tousia. "Women in computer science. The case study of the Computer Science Department of the University of Crete, Greece." International Journal of Teaching and Case Studies 9, no. 2 (2018): 142. http://dx.doi.org/10.1504/ijtcs.2018.10011887.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Genut, Sarah, Bnaya Ori, and Yifat Ben-David Kolikant. "Factors Influencing Women’s Decision to Study Computer Science: Is It Context Dependent?" Issues in Informing Science and Information Technology 16 (2019): 127–41. http://dx.doi.org/10.28945/4296.

Full text

Abstract:

Aim/Purpose: Our research goal was to examine the factors that motivate women to enroll in Computer Science (CS) courses in order to better understand the small number of women in the field of CS. Background: This work is in line with the growing interest in better understanding the problem of the underrepresentation of women in the field of CS. Methodology: We focused on a college that differs in its high numbers of female CS students. The student population there consists mostly of religious Jews; some of them are Haredi, who, because of their unique lifestyle, are expected to be the breadwinners in their family. Following group interviews with 18 students, a questionnaire was administered to all the female students and 449 of them responded. We analyzed it statistically. We compared the responses of the Haredi and non-Haredi students. Contribution: The main contribution of this work lies in the idea that studying the factors underlying women’s presence in a CS program in unique communities and cultures, where women are equally represented in the field, might shed light on the nature of this phenomenon, especially whether it is universal or confined to the surrounding culture. Findings: There were significant differences between the Haredi and non-Haredi women regarding the importance they attributed to different factors. Haredi women resemble, regarding some social and economic variables, women in developing countries, but differ in others. The non-Haredi women are more akin to Western women, yet they did not completely overlap. Both groups value their family and career as the most important factors in their lives. These factors unify women in the West and in developing countries, though with different outcomes. In the West, it deters women from studying CS, whereas in Israel and in Malaysia, other factors can overcome this barrier. Both groups attributed low importance to the masculine image of CS, found important in the West. Hence, our findings support the hypothesis that women’s participation in the field of CS is culturally dependent. Recommendations for Practitioners: It is important to learn about the culture within which women operate in order to attract more women to CS. Recommendations for Researchers: Future work is required to examine other loci where women are underrepre-sented in CS, as well as how the insights obtained in this study can be utilized to decrease women’s underrepresentation in other loci. Impact on Society: Women's underrepresentation in CS is an important topic for both economic and social justice reasons. It raises questions regarding fairness and equality. In the CS field the gender pay gaps are smaller than in other professional areas. Thus, resolving the underrepresentation of women in CS will serve as a means to decrease the social gender gap in other areas.

APA, Harvard, Vancouver, ISO, and other styles

41

Keller, Lisa, and Isabel John. "Motivating Female Students for Computer Science by Means of Robot Workshops." International Journal of Engineering Pedagogy (iJEP) 10, no. 1 (January 27, 2020): 94. http://dx.doi.org/10.3991/ijep.v10i1.11661.

Full text

Abstract:

As women belong to a minority in computer science, this work aims to provide possible STEM education initiatives for middle to high school students. These initiatives are designed for institutions to contribute to increasing the proportion of women in computer science by using robots. Through applying these initiatives, institutions such as computer science faculties can help to reduce the gender imbalance, increase diversity and the amount of computer science specialists, who are requested immensely. Based on the results of conducted requirements elicitation a concept for programming an application with the NAO robot which trains vocabularies, as well as a concept with the Cozmo robot which piles up cubes, were developed. First tests were performed with female and male high school students. Either concept consists of an introduction of possible robotics application fields, a presentation explaining the Python program code of the concept as well as corresponding exercises with the robot and Python. Evaluation of the workshop concepts through questionnaires showed that both concepts have the potential to increase the proportion of women and to motivate female as well as male students for computer science. Moreover, recommendations for further robotics projects with respect to motivating young women for STEM can be made based on the insights of the requirements elicitation and the evaluation of the concepts. Nevertheless, further refinement and validation has to be undertaken. Long-term as well as short-term initiatives are feasible with the developed concepts. All participating schools showed high interest in both types of initiatives and further cooperation.

APA, Harvard, Vancouver, ISO, and other styles

42

Powell, Rita Manco. "Improving the persistence of first-year undergraduate women in computer science." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 518–22. http://dx.doi.org/10.1145/1352322.1352308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ambrose, Susan, Barbara Lazarus, and Indira Nair. "No Universal Constants: Journeys of Women in Engineering and Computer Science*." Journal of Engineering Education 87, no. 4 (October 1998): 363–68. http://dx.doi.org/10.1002/j.2168-9830.1998.tb00366.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Pratt, Lorien, and Manavendra Misra. "Perspectives on academic vs. industry environments for women in computer science." ACM SIGCSE Bulletin 34, no. 2 (June 2002): 20–22. http://dx.doi.org/10.1145/543812.543820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Brooks, C. A. "Women of color and the selection of IT academic programs." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 15 (September 2002): 1375–78. http://dx.doi.org/10.1177/154193120204601513.

Full text

Abstract:

Reasons for the selection of IT fields by women of color were investigated. The factors of interest were high school & college IT courses (defined as math, sciences and computer sciences), GPAs and perceived student-teacher access. The lack of IT field selection was significantly driven by the intensity of math & science requirements. Some of the recommendations to encourage girls' and women's interests in IT fields are mentioned.

APA, Harvard, Vancouver, ISO, and other styles

46

Ceci, Stephen J., Donna K. Ginther, Shulamit Kahn, and Wendy M. Williams. "Women in Academic Science." Psychological Science in the Public Interest 15, no. 3 (November 3, 2014): 75–141. http://dx.doi.org/10.1177/1529100614541236.

Full text

Abstract:

Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase thereafter, leading to lower female propensities to major in math-intensive subjects in college but higher female propensities to major in non-math-intensive sciences, with overall science, technology, engineering, and mathematics (STEM) majors at 50% female for more than a decade. Post-college, although men with majors in math-intensive subjects have historically chosen and completed PhDs in these fields more often than women, the gap has recently narrowed by two thirds; among non-math-intensive STEM majors, women are more likely than men to go into health and other people-related occupations instead of pursuing PhDs. Importantly, of those who obtain doctorates in math-intensive fields, men and women entering the professoriate have equivalent access to tenure-track academic jobs in science, and they persist and are remunerated at comparable rates—with some caveats that we discuss. The transition from graduate programs to assistant professorships shows more pipeline leakage in the fields in which women are already very prevalent (psychology, life science, social science) than in the math-intensive fields in which they are underrepresented but in which the number of females holding assistant professorships is at least commensurate with (if not greater than) that of males. That is, invitations to interview for tenure-track positions in math-intensive fields—as well as actual employment offers—reveal that female PhD applicants fare at least as well as their male counterparts in math-intensive fields. Along these same lines, our analyses reveal that manuscript reviewing and grant funding are gender neutral: Male and female authors and principal investigators are equally likely to have their manuscripts accepted by journal editors and their grants funded, with only very occasional exceptions. There are no compelling sex differences in hours worked or average citations per publication, but there is an overall male advantage in productivity. We attempt to reconcile these results amid the disparate claims made regarding their causes, examining sex differences in citations, hours worked, and interests. We conclude by suggesting that although in the past, gender discrimination was an important cause of women’s underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause of women’s underrepresentation in math-intensive fields. Consequently, current barriers to women’s full participation in mathematically intensive academic science fields are rooted in pre-college factors and the subsequent likelihood of majoring in these fields, and future research should focus on these barriers rather than misdirecting attention toward historical barriers that no longer account for women’s underrepresentation in academic science.

APA, Harvard, Vancouver, ISO, and other styles

47

Dias Canedo, Edna, Heloise Acco Tives, Madianita Bogo Marioti, Fabiano Fagundes, and José Antonio Siqueira de Cerqueira. "Barriers Faced by Women in Software Development Projects." Information 10, no. 10 (October 9, 2019): 309. http://dx.doi.org/10.3390/info10100309.

Full text

Abstract:

Computer science is a predominantly male field of study. Women face barriers while trying to insert themselves in the study of computer science. Those barriers extend to when women are exposed to the professional area of computer science. Despite decades of social fights for gender equity in Science, Technology, Engineering, and Mathematics (STEM) education and in computer science in general, few women participate in computer science, and some of the reasons include gender bias and lack of support for women when choosing a computer science career. Open source software development has been increasingly used by companies seeking the competitive advantages gained by team diversity. This diversification of the characteristics of team members includes, for example, the age of the participants, the level of experience, education and knowledge in the area, and their gender. In open source software projects women are underrepresented and a series of biases are involved in their participation. This paper conducts a systematic literature review with the objective of finding factors that could assist in increasing women’s interest in contributing to open source communities and software development projects. The main contributions of this paper are: (i) identification of factors that cause women’s lack of interest (engagement), (ii) possible solutions to increase the engagement of this public, (iii) to outline the profile of professional women who are participating in open source software projects and software development projects. The main findings of this research reveal that women are underrepresented in software development projects and in open source software projects. They represent less than 10% of the total developers and the main causes of this underrepresentation may be associated with their workplace conditions, which reflect male gender bias.

APA, Harvard, Vancouver, ISO, and other styles

48

Khan, M. Sadiq Ali, Muhammad Nadeemullah, and Ghazal Khwaja Humayyun Akhtar. "Analyzing The Women’s Role In Engineering And Science." Pakistan Journal of Gender Studies 9, no. 1 (September 8, 2014): 13–22. http://dx.doi.org/10.46568/pjgs.v9i1.241.

Full text

Abstract:

A women’s career till middle of the 20th century was not more than a school teacher, a librarian, a social worker or a nurse. A woman really had to work hard to earn less pay for the same job where men are highly paid, in this male-dominating society. The birth of Computer age opens the door of a whole new type of career for women: programming; the process of enabling machines to do a certain task by writing a set of instructions. Historically and conventionally, presence of women associated with field of engineering and science have been less prominent as compared to their counterpart. However, recent efforts initiated through various organizations, governmental and nongovernmental, attempting development of interest, promoting significance, increasing awareness and creating opportunities have improved statistics considerably. Globally, involvement of women with engineering and science has always been noticeably low. In this research article, we analyze the role of women in engineering and science, specially the science of information technology discipline and highlighting the causes of women’s experience and work role in a male dominating environment.

APA, Harvard, Vancouver, ISO, and other styles

49

Dryburgh, Heather. "Underrepresentation of Girls and Women in Computer Science: Classification of 1990s Research." Journal of Educational Computing Research 23, no. 2 (September 2000): 181–202. http://dx.doi.org/10.2190/8ryv-9jwh-xqmb-qf41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Clarke-Midura, Jody, Frederick Poole, Katarina Pantic, and Vicki Allan. "PLAYING MENTOR: A NEW STRATEGY FOR RECRUITING YOUNG WOMEN INTO COMPUTER SCIENCE." Journal of Women and Minorities in Science and Engineering 23, no. 3 (2017): 193–210. http://dx.doi.org/10.1615/jwomenminorscieneng.2017019307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!