Posts tagged ‘women in computing’
Yep. Though I’ve seen a lot of in-classroom culture that drives out women, the bigger driver is that computing culture drives out many people, like the Stack Overflow results recently mentioned here.
Engineering classes and assignments do not “weed out” women; indeed, data show that women students do as well or better than male students in their course work. Instead, women students often point to the culture of engineering itself as a reason for leaving engineering.
This starts with activities that are designed to show novices how the profession actually does its work, how to interact with clients and other professionals, and how to exercise discretionary judgment in situations of uncertainty. Many discover that the engineering profession is not as open to being socially responsible as they hoped.
And, during the more informal, out-of-classroom training and socialization, women experience conventional gender discrimination that leaves them marginalized. These factors appear to be the main reasons these accomplished women leave their chosen profession.
I’m a fan of these first person female perspectives on what it was like to be a CS student. (Recall the Stanford one I posted recently.) I met Satoe at Snowbird last month.
When I approach female friends with the question “Why don’t you try computer science or computer engineering?” I often hear responses such as “I’m not good at math,” or “Do I look like a gamer boy to you?” The low participation of women in technical fields like computing can be seen as a vicious cycle: women feel as though they do not “belong” in technical fields to the degree that men do, leading women to avoid or shy away from those fields (Cheryan et al., 2009; Good et al., 2012; Lewis et al., 2016), potentially perpetuating women’s underrepresentation in technical fields. According to a report by Jane Stout, director of CRA’s Center for Evaluating the Research Pipeline and Tracy Camp, a CRA-W board member, “at all levels of the academic computing pipeline, men outnumber women by at least 3:1,” (Stout & Camp, 2014) indicating issues with mentorship and role models. In order to better examine this issue, I categorize the issue into two parts: barriers put up by the women themselves and external pressures. External pressures explain the male oriented culture and stereotyping. Women are disadvantaged by gender biases in the workplace as seen through the application process and promotion consideration. They also feel like they don’t belong in a world of ‘gamer nerds.’
Casey Fiesler and Miranda Parker did a wonderful remix of the original computer engineer Barbie (see Guardian article about that). Great to see that Mattel did a better job the next time around, and Casey loves it. I love the point she makes below, which echoes a concern I’ve voiced about open source software.
This is particularly important is because as much as we don’t want to suggest that girls can’t code, we also don’t want to suggest that coding is the only path to working with computers or games. Sometimes other parts of computing—like design or human-computer interaction—are delegitimized, considered less rigorous or less important. Or maybe they’re delegitimized in part because they happen to be the parts of computing where there are more women present (in other words, more inclusive), which is even worse.
“I had so many advantages, and I barely made it”: Stanford alumna and Pinterest engineer on Silicon Valley sexism
I’m a believer in empirical evidence, and I worry about getting a representative sample. Sometimes, the right size sample for the question is one. CS is now the biggest major among women at Stanford (see article here). Do the issues that Jane Margolis and Alan Fisher described in Unlocking the Clubhouse still exist there?
As the article linked below describes, women don’t always feel welcome in CS at Stanford. It’s hard to address the issues of classroom culture described. Having separate classes for different groups of students with different backgrounds/interests (as at Harvey Mudd does) might help.
I know of even worse experiences at other CS departments. The Stanford CS teachers actively encourage women. There are still CS teachers who discourage women in their classes. It’s hard to get administrators to focus on broadening participation in computing in the face of overwhelming enrollment. It’s even harder to push better teaching from the top down. “Teachers have academic freedom,” is a common response to requests to change teaching (see my efforts to incentivize active learning) — we allow teachers teach anyway they want. It isn’t clear that still makes sense when there are empirically better and worse ways to teach. That’s like letting modern doctors use bloodletting or not wash their hands (see NPR piece making that argument).
At Stanford, I took two introductory computer science classes. I soon became convinced that I was much too behind my male classmates to ever catch up. I was surrounded by men who’d breezily skipped prerequisite courses. As freshmen, they’d signed up for classes that I was intimidated to take even as a sophomore. They casually mentioned software engineering internships they had completed back in high school, and declared they were unfazed by any of the challenges professors might throw our way. My classmates bragged about finishing assignments in three hours. I told myself that they were quantifiably five times better me. I remember the first “weeder” computer science course I took–meant to discourage the unworthy from pursuing the major. My classmates bragged about finishing assignments in three hours. Listening to them chat, I felt mortified: the same work had taken me 15 hours of anguish at the keyboard to complete. They are quantifiably five times better than I am, I told myself.
So what does convince people about a need to change? Stories? Personal experiences? Poking around on the Web, you can find lots of pages about motivating change and salesmanship, but I’m more interested in the question of how do we get people to recognize the Platonic cave. What they think is true is measurably and provably not true.
Now, a new study published by the Proceedings of the National Academy of Science (PNAS) shows another level of bias: Many men don’t believe this is happening.When shown empirical evidence of gender bias against women in the STEM fields, men were far less likely to find the studies convincing or important, according to researchers from Montana State University (MSU), the University of North Florida, and Skidmore College.
At the end of LaTICE 2016, the Vice-Rector of Al-Baha University in Saudi Arabia (see information here) welcomed attendees to LaTICE 2017. After the presentation about Al-Baha University, Sahana Murthy of IIT-Bombay stood up and asked, “Can I come to LaTICE 2017 dressed as I am right now, in Indian clothes?” The Vice-Rector replied, “No.” All women, including foreigners, will be required to cover their hair at LaTICE 2017.
That exchange was a central topic of conversation for the rest of the conference and in social media for me. I heard some female computing education researchers say that they would attend anyway. Many I heard from expressed outrage. Several were angry that the organizing committee for LaTICE would even place the conference in Saudi Arabia under these restrictions.
I spoke to Neena Thota about LaTICE 2017 (seen below after my keynote). She was one of the Chairs for LaTICE 2016 (faculty at Uppsala University and University of St. Joseph in Macau) who went to Saudi Arabia in preparation for the conference. She felt respected there and taken seriously as a scholar, but she did have to cover-up. Neena doesn’t expect that the rules for women in Saudi Arabia (see the Wikipedia page here about them) will change for a long time. Do we simply ignore the scholars there and ostracize them, for rules over which they may have no control? As in Qatar, computer science students in Saudi Arabia are majority female.
The question is no longer rhetorical for me. I was invited to attend the Program Committee meeting at LaTICE 2016 as a non-voting observer, and I have been invited to serve on the PC for LaTICE 2017. I have already had several people warn me that I should not participate. They urged me to shun the conference publicly, in order to send a clear message against the treatment of women in Saudi Arabia.
I’ve been thinking about this, and discussing it with women in my life (my wife, my daughters, and my colleagues). I’m not female, and I can’t fully understand my own biases as a male, so I sought advice from women in my life and very much appreciate all the comments I received. I’ve decided that I will serve on the LaTICE 2017 program committee.
I understand the reasons of anyone who chooses not to participate. Those who choose not to review are sending a message that LaTICE should never have gone to a place that restricts the rights of women. I can understand why women, especially from the West, might choose not to attend. I don’t think foreign women should go there, unless they’re willing to abide by the laws and customs of the place they’re visiting.
Here are my reasons for thinking it worthwhile to engage in LaTICE 2017:
- The female Computing students and faculty in Saudi Arabia might not otherwise be able to attend a conference like LaTICE. Unless LaTICE goes there, they do not get the opportunity to hear other perspectives, to share their practices, and to participate in a community of education scholars. By participating in the PC, I get to share what I know about computing education with the community of scholars in Saudi Arabia, both female and male.
- As an education researcher, I know that learning and change occurs from active dialogue, not from passive silence. I doubt that I can change much in Saudi Arabia, either by my engagement or my public refusal to engage. This semester our seminar on Learning Sciences and Technologies at Georgia Tech read Paulo Freire’s Pedagogy of the Oppressed. Freire points out that privileged people can’t solve the problems of the less-privileged, nor can the privileged even “help” the less-privileged. All that any of us can do is to create dialogue which creates opportunities for learning for everyone. Freire explicitly includes teachers in that everyone. Teachers ought to aim to learn from students. Dialogue requires engagement. Reading papers and responding to them with my comments creates dialogue.
- Finally, I want to be engaged because of what I will learn. I’m curious. I learned more about India from attending LaTICE 2016 (see the first and second blog posts in this series). I would like to learn more about Saudi Arabia. It makes me a more informed and effective researcher when I am more aware of other contexts.
Neeti Pathak, one of the students with whom I work, pointed out that there is interplay between religion and culture in Saudi Arabia. I also look to my own faith in thinking about LaTICE 2017. Pope Francis, the leading figure in my faith, recently made a proclamation encouraging the Church to be more welcoming, even to those that the Church may have once ostracized (see NYTimes piece). That’s a proclamation that relates to LaTICE 2017. Everyone gains by engaging, even with those whose activities and rules we might not like.
I’m not willing to ostracize a whole country, even if they have rules and customs that I think are wrong. I’m not confident that I understand the issues in Saudi Arabia. I’m not confident that my views on them are more than my Western biases interpreting customs and values I don’t understand. I don’t feel justified in making a statement against LaTICE 2017. I see value in engaging in dialogue.
I shared earlier versions of this post with several colleagues, who are angry with me for the stance I’m taking. These are complicated issues. I am sure that there are many more perspectives that I have not yet considered. I welcome further discussion in the comments, including telling me why I’m wrong.
Betsy DiSalvo and I did a study of women in computing who chose not to participate in our OMS CS program. One of the reasons we heard was that these women were experienced with computing education. They all had undergraduate degrees in computing. Every one of them talked about the sexism rampant in their classes and in the industry. They were unwilling to be in a mostly-male online program.
We used to talk about getting the word out to women about the great job available in the tech industry, and about how that would attract more women. I fear that women today who are choosing not to go into the tech industry are doing so because they do know what it’s like.
A new study finds that sexism is rampant in the tech industry, with almost two-thirds of women reporting sexual harassment and nearly 90 percent reporting demeaning comments from male colleagues.The study, called “Elephant in the Valley,” surveyed 200 women who work at tech companies, including large companies like Google and Apple as well as start-ups. The study focused on women who had 10 years of experience in the industry, and most worked in Silicon Valley.