Posts tagged ‘NCWIT’

NSF Report: Women, Minorities, and Persons with Disabilities in Science and Engineering

A useful report when trying to make an argument for the importance of Broadening Participation in Computing efforts:

Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of these three groups in science and engineering education and employment. Its primary purpose is to serve as a statistical abstract with no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516).This digest highlights key statistics drawn from a wide variety of data sources. Data and figures in this digest are organized into five topical areas—enrollment, field of degree, occupation, employment status, and early career doctorate holders.

Source: About this report – – Women, Minorities, and Persons with Disabilities in Science and Engineering – NCSES – US National Science Foundation (NSF)

April 12, 2017 at 7:00 am Leave a comment

University CS graduation surpasses its 2003 peak, with poor diversity just blogged that we have set a record in the number of BS in CS graduates.

University CS graduates have set a new record, finally surpassing the number of degrees earned 14 years ago.With a 15% increase in computer science graduates (49,291 bachelor’s degrees), 2015 had the largest number of CS graduates EVER! The previous high point was over a decade ago, in 2003.

Source: University computer science finally surpasses its 2003 peak!

But look at the female numbers there — they are less than what they were in 2003.  We are graduating 2/3 as many women today as in 2003.  (Thanks to Bobby Schnabel for pointing this out.) We have lost ground.

My most recent Blog@CACM is on the new CRA “Generation CS” report, and about the impacts the rise in enrollment are having on diversity.  One of the positive messages in this report is that departments that have worked to improve their diversity have been successful.  As a national statistic, this doesn’t feel like a celebration when CS is becoming less diverse in just 12 years.


April 10, 2017 at 7:00 am 3 comments

Brief from Google on the state of Girls in CS Education

Following up on the brief that Google did last month on Blacks in CS, this month they’ve prepared a brief on the state of girls in CS.

Computer science (CS) education is critical in preparing students for the future. CS education not only gives students the skills they need to succeed in the workforce, but it also fosters critical thinking, creativity, and innovation. Women make up half the U.S. college-educated workforce, yet only 25% of computing professionals. This summary highlights the state of CS education for girls in 7th–12th grade during 2015–16. Girls are less likely than boys to be aware of and encouraged to pursue CS learning opportunities. Girls are also less likely to express interest in and confidence in learning CS.


March 22, 2017 at 7:00 am 3 comments

Expanding the Pipeline: Characteristics of Male and Female Prospective Computer Science Majors – Examining Four Decades of Changes – CRN

Interesting report from CRA that offers a nuanced view about gender differences in goals for STEM education and how those interact with pursuing a degree in CS.

Another example of a variable becoming more salient over time relates to one’s scientific orientation. Students of either gender who express a stronger commitment to making a “theoretical contribution to science” are more likely to pursue a computer science major, but over time this variable has become a significantly stronger predictor for women while remaining a steady predictor for men. In other words, it is increasingly the case that computer science attracts women who see themselves as committed to scientific inquiry. While at face value that seems like positive news for the field of computer science, the fact is that women are much less likely than men to report having a strong scientific orientation upon entering college; thus, many potential female computing majors may be deterred from the field if they simply don’t “see” themselves as the scientific type.

Still, there is some positive news when it comes to attracting women to computing. The first relates to the role of mathematical self-concept. Specifically, even though women rate their math abilities lower than men do—and perceptions of one’s math ability is one of the strongest predictors of a major in computer science—the fact is that the importance of mathematical self-concept in determining who will pursue computer science has weakened over time. Thus, despite the fact that women tend to have lower math confidence than men do, this differential has become less consequential over time in determining who will major in computer science.

Source: Expanding the Pipeline: Characteristics of Male and Female Prospective Computer Science Majors – Examining Four Decades of Changes – CRN

March 20, 2017 at 7:00 am 3 comments

Zingaro’s review of Frieze and Quesenberry’s “Kicking Butt in Computer Science”

Carol Frieze and Jeria Quesenberry’s book on women in computing at CMU, Kicking butt in computer science, has been in my Kindle archive for several months now.  Dan Zingaro’s review in this month’s ACM Inroads is moving it up my to-read queue.

For me, the edgy title of the book promised a fiery romp through the halls of Carnegie Mellon University (CMU), wherein the stories of butt-kicking women in computer science (CS) are told. Anecdotes of successful women in CS, chronicles of their rise to butt-kicking status—this is what I expected. This is not what I got. What I got was more useful—a careful academic treatise of women in CS at CMU, and a cache of food-for-thought for anyone hoping to improve the women and computer science (women-CS) fit at their schools.

The book’s thesis is simple, if contentious—a focus on gender differences does not work; a focus on culture does.

Source: ACM Inroads: Archive

March 10, 2017 at 8:00 am Leave a comment

Why Students Consider Leaving Computing and What Encourages Them to Stay – CRA

One of my favorite papers is the analysis of Stayers vs Leavers in undergraduate CS by Maureen Biggers and colleagues. This new research published by the CRA explores similar issues.

We also looked at words associated (correlated) with these two sets of words to give us context for frequently cited words. When talking about thoughts about leaving, students were particularly likely to associate “weed-out” with “classes”. They were also likely to use words such as “pretty” and “extremely” alongside “hard” and “difficult”, which sheds light on computing students’ experiences in the major. When talking about staying in their major, students cited words such as “prospect”, “security”, “stable”, and “necessary” along with the top two most commonly used words: “job” and “degree”. For instance, one student said: “[I thought about changing to a non-computing major because of] the difficulty of computing. [But I stayed for] the security of the job market.” Yet another student noted: “The competitive culture [in my computing major] is overwhelming. [But] the salary [that] hopefully awaits me [helped me stay].” Furthermore, students used the words “friends”, “family”, and “support” in association with each other, suggesting that friends and family support played a role in students’ decision/ability to stay in their computing major. As a case in point, one student noted: “The material is hard to learn! I had to drop one of my core classes and must take it again. But with some support from friends, academic advisors, more interesting classes, and a more focused field in the major I have decided to continue.”

Source: Why Students Consider Leaving Computing and What Encourages Them to Stay – CRA

February 20, 2017 at 7:22 am 4 comments

How the tech sector could move in One Direction to get more women in computing

Thanks to Greg Wilson for sending this to me.  It takes a while to get to the point about computing education, but it’s worthwhile. The notion is related to my post earlier in the month about engagement and motivation.

I’d been socialised out of using computers at high school, because there weren’t any girls in the computer classes, and it wasn’t cool, and I just wanted to fit in.  I wound up becoming a lawyer, and spending the better part of twenty years masquerading as someone who wasn’t part of the “tech” industry, even though basically all of my time was spent online.

And I can’t begin to tell you how common it is. So what if your first experience of “code” is cutting and pasting something to bring back replies because Tumblr took them away and broke your experience of the site.

Is that any more or less valid than any dev cutting and pasting from Stack Exchange all day long?What if your first online experiences were places like Myspace and Geocities. Or if you started working with WordPress and then eventually moved into more complex themes and then eventually into plugin development? Is that more or less valid than the standard “hacker archetype”? Aurynn gave a great talk recently about the language we use to describe roles in tech. How “wizards” became “rockstars” and “ninjas”.  But also, and crucially, how we make people who haven’t followed a traditional path feel excluded.  Because they haven’t learnt the “right” programming language, or they haven’t been programming since they were four, or because, god forbid, they use the wrong text editor.

Source: How the tech sector could move in One Direction — Sacha Judd

January 27, 2017 at 7:00 am 1 comment

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