Posts tagged ‘NCWIT’
A recent article in The Chronicle talked about just how white higher education faculty are — see article here. Most of the student protests about equity and diversity on college campuses this last year demanded more minority faculty.
In this graph, I found a different and fascinating story in just the first two bars in each set:
Professors are overwhelmingly male. Associate professors are only slightly more male. Assistant professors are slightly more female. Instructors are much more female.
It’s not surprising, but it’s interesting to see it. The women in academia have the lion’s share of the lower status jobs, and the men have the lion’s share of the higher status jobs. When you take into account the landed-gentry/tenant-farmer relationship between the tenure track faculty and the teaching track faculty (see previous blog post), the relationship between gender and academic power becomes much more stark.
Sarah Guthals, a CS Education Researcher, was identified by Forbes Magazine as one of the “30 under 30” scientists to watch in years to come. Congratulations to Sarah! She wrote an interesting blog post on imposter syndrome and the nomination.
I have suffered from imposter syndrome for at least a decade. I have worked hard, but it’s really hard for me to believe that I deserve what I have, or that the accomplishments that I’ve made are valid. I recognized my imposter syndrome when I was in my first year of grad school and since then I have been really trying to combat it — but I think instead I have just been ignoring it. Let’s see if I can explain it in the context of this weeks events.
When I found out I was nominated, I was very happy, but already feeling like a fraud. Am I really the one that should be nominated? What have I done to deserve it? I haven’t done anything alone (always had a team or partner).
Valerie Barr wrote a recent blog post about the state of the labor pool for STEM workers, especially in computing. I particularly liked her point about the need to provide learning opportunities to bring women back who have left the tech industry. Caroline Simard’s report on the needs of female mid-level tech managers (see blog post here) is what got me thinking about ebooks originally. Caroline’s female mid-level tech managers needed to learn about new technologies, while still balancing a demanding job and more family responsibilities than their male counterparts. That’s where I saw a need for something like our ebooks, to provide computing learning opportunities that fit into busy lives (see ebook post). I see Valerie calling for something similar — we need more pathways to learn about computing for adults (see blog post here), and those pathways might help us to broaden participation in computing.
It is true that the industry changes quickly in some ways, with new tools, new approaches, and new languages. But there is a rich pool of potential employees who are being completely overlooked. The many women who have left tech positions could be brought back in and given training to bring them up to speed on the newest languages and development practices. But this is a reasonable approach only if, at the same time, the tech industry makes a commitment to improving climate. There is no point in bringing back people who left tech if they are simply going to want to leave again in another 5 years. In fact, I imagine that bringing back a group of tech veterans who have greater maturity and experience could do wonders to improve climate in some of the tech companies. But the companies have to commit. And they have to recognize that you can still be a cutting edge agile company even if the average age of your employees ticks up a bit.
Lucy Sanders is one of my heroes, so I’m always happy to link to articles about her. The point she’s making below is particularly interesting, and relates to previous posts about “grit” (see link here), and to the “lean in” phenomenon.
NCWIT isn’t just about getting women into tech jobs. It’s about getting women to share their perspective and knowledge. It’s about making sure women are not avoiding those leadership jobs or shirking from innovation because of something called unconscious bias.”There’s a big conversation going on now with what we call ‘fixing women.’ You hear things like ‘If women were just more confident.’ Or ‘If women were only better risk takers.’ We don’t subscribe to that. And we don’t subscribe to men being the biased, evil ones because research shows that all of us have this bias about who does technology,” Sanders said. “The ultimate goal, of course, is to make sure women and men are innovating equally in technology.”
It’s an interesting and open question. Nathan Ensmenger suggests that we have no evidence that computer scientists need a lot of mathematics (math background has been correlated with success in CS classes, not in success in a CS career), but the emphasis on mathematics helped computing a male field (see discussion here). Mathematics has both been found to correlate with success in CS classes, and not correlate with success in object-oriented programming (excellent discussion of these pre-requisite skill studies in Michael Caspersen’s dissertation). It may be true that you don’t have to be good at mathematics to learn to code, but you may have to be good at mathematics to succeed in CS classes and to get along with others in a CS culture who assume a strong math background.
People who program video games probably need more math than the average web designer. But if you just want to code some stuff that appears on the Internet, you got all the math you’ll need when you completed the final level of Math Blaster. (Here’s a good overview of the math skills required for entry-level coding. The hardest thing appears to be the Pythagorean theorem.)
Barbara Ericson’s 2015 AP CS demographics analysis: Still No African-Americans Taking the AP CS Exam in 9 States
Normally, this is the time of the year when Barb writes her guest post about the AP CS exam-taker demographics. She did the analysis, and you can get the overview at this web page and the demographics details at this web page.
But before we got a chance to put together a blog post, Liana Heitin of EdWeek called her for an interview. They did a nice job summarizing the results (including interactive graphs) at the article linked below.
Some of the more interesting points (from Liana’s article):
No girls took the exam in Mississippi, Montana, or Wyoming. (Though Montana had no test-takers at all, male included, this year. Wyoming, which previously had no students take the test, had three boys take the exam in 2015).
Hawaii had the largest percentage of female test-takers, with 33 percent.
The overall female pass rate went up 3 percentage points, to 61 percent, from the year before.
Twenty-four girls took the test in Iowa, and 100 percent of them passed.”You don’t usually see 100 percent passing with numbers that big,” said Ericson. “Maybe five out of five pass. But 24 out of 24 is pretty cool.”
No African-American students took the exam in nine states: Idaho, Mississippi, Montana, New Hampshire, New Mexico, North Dakota, South Dakota, Utah, and Wyoming. That’s better than last year, though, when 13 states had no African-American test-takers.
Notably, Mississippi has the highest population of African-Americans—about half of the state’s high school graduates last year were black, according to the Western Interstate Commission for Higher Education. Yet of the five AP computer science test-takers, all were white or Asian and male.
Abstract: We share a vision of a society that is able to express problems and ideas computationally. Andrea diSessa called that computational literacy, and he invented the Boxer Programming Environment to explore the media of computational literacy. Education has the job of making citizens literate. Education systems around the world are exploring the question of what should all citizens know about computing and how do we provide that knowledge. The questions being asked are about public policy, but also about what does it mean to be expressive with computation and what should computing users know. The answers to these questions have implications for the future of human-centric computing.
I. Our Job: The first computer scientists set the goal to achieve a Computing-Literate Society.
II. Challenges to Achieving a Computing-Literate Society
Access and Diversity
Inverse Lake Wobegon Effect
Unanswered research questions of policymakers
III. Inventing New Kinds of Computing Education
Story #1: Contextualized Computing Education.
Story #2: Understanding the Needs of High School CS Teachers.