Introducing Young Females to Information Technology

2011 ◽  
pp. 826-831
Author(s):  
Michaele D. Laws ◽  
Kellie Price
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Science And Technology ◽  
Contributing Factors ◽  
Young Females ◽  
University Women ◽  
Self Confidence ◽  
Positive Computing ◽  
Underrepresentation Of Women ◽  
And Gender

The difficulties in recruiting females into information technology and computer science (CS) have been well documented. Engineering disciplines have faced the same problem for many years. Some of the main underlying issues include unsupportive classroom environments (Hall & Sandler, 1982), gender-related perceptions of performance, a lack of role models, and inadequate peer communities (Zappert & Stansbury, 1984). Other contributing factors are the amount of positive computing experience gained prior to enrollment at the university level (Robers, Kassianidou, & Irani, 2002) and self-confidence. Research provides significant evidence to indicate that, even though females perform at the same levels as their male counterparts, they have less confidence in their abilities (Arnold, 1993; Fisher, Margolis, & Miller, 1997; Sax, 1994; Strenta, Elliot, Matier, Scott, & Adair, 1994). This lack of confidence keeps many females out of the technical classes. Finally, those females that do enter IT or CS courses may come to the discipline with multiple interests and, consequently, feel out of place at times among their more single-minded male counterparts (Widnell, 1988). While it is predicted that 8 of the 10 fastest growing occupations from 2000 to 2010 will be in the IT or CS fields, it is expected that women will not be equally represented within these occupations (http://www.bls.gov/oco/ocos267.htm; Camp, 1997). The underrepresentation of women in computer science was given priority in the June 2002 special issue of SIGCSE Bulletin dedicated to women and computing, bringing focus to previous and current research regarding this dilemma. One particular factor highlighted in this bulletin is that changing this male-dominant field requires the crucial step of targeting young females in an effort to dispel stereotypical ideations and gender bias associated with computer science, thus attracting more women to the profession (American Association of University Women Educational Foundation, 1999). Girls in Science and Technology (GIST) is a free science and technology camp at East Tennessee State University (ETSU) making efforts to change these trends. The primary goal of the girls-only GIST camp is to introduce females to the fields of information technology, computer science, and math by providing discipline-related activities, enhancing teamwork competency, connecting females with women mentors working in the field, and creating a challenging yet fun atmosphere free from male competition. The hope is that this exposure will instill technical confidence and aptitude in the young females that will last through their college careers, giving them a positive outlook on information technology.

Gender Discrepancies through the College Years

2011 ◽  
pp. 190-205
Author(s):  
Christie L. McDaniel
Keyword(s):  
Information Technology ◽  
World War Ii ◽  
University Students ◽  
Computer Science ◽  
Undergraduate Students ◽  
Gender Gap ◽  
Information Science ◽  
The United States ◽  
Post Secondary ◽  
Self Confidence

Women made significant contributions to the beginning of the computing revolution. For example, Ada Byron Lovelace helped write the first subroutine, the women of the ENIAC age programmed the first computer during World War II, and Admiral Grace Hopper wrote the first compiler. While there have been female pioneers in the field, today men dominate the world of information technology (Riemenschneider, Armstrong, Allen, & Reid, 2004). Gürer and Camp (2002) report that many science fields hold women in low esteem, and attempt to reject them. Moreover, women are actually declining as part of the technology workforce: they made up 41% of the information technology workforce in 1996, but in 2002 that proportion was down to 35% (Cockburn, 1999). Furthermore, the number of female university students currently studying information technology and computer science will not lead to an increase of females in the profession: in 2002, only 28% of all degrees in computer and information sciences went to women (NCES, 2003); in 2003, only 19% of computer science students were female (Wilson, 2003) and only 28% of the undergraduate students in information science were female (Saye & Wisser, 2004). In a time where women make up the majority of university students (NCES, 2003), why is information technology seeing the opposite trend (Zeldin & Pajares, 2000)? There are a number of theories as to why so few women have chosen to pursue a career in technology (Acker, Barry, & Esseveld, 1990; Cooper & Robinson, 1985; Wilson, 2003; Zeldin & Pajares, 2000). Furthermore, nearly all studies on the subject have been done in the United States (Irani, 2004; Lips, 2004; Wilson, 2003) while only one study cited here explored the gender gap among university students at the University of Hong Kong (Huang, Ring, Toich, & Torres, 1998). A number of feminist researchers believe that science (including technology) has a language that is masculine in nature (Acker et al., 1990). Furthermore, since our society understands gender as binary—that is, what is masculine is not feminine and vice versa—the very nature of science leaves women out. Once women get into the IT world, they face issues of personality and confidence that differ by gender. One theory, to be explored in depth here, is that women enrolled in introductory programming courses have less confidence in themselves than do their male counterparts and that the confidence level of female students decreases significantly between secondary and post-secondary education (Lips, 2004). In addition to being shaped by their comparisons of their performance with the performance of their male peers, women’s self-confidence is likely influenced by their experience of stress in their technology-oriented courses. These influences, combined with inaccurate views of IT careers, are influential in whether or not college students decide to work towards an IT-related major or choose another discipline all together (Irani, 2004; Zeldin & Pajares, 2000).

Women and Men in Computer Science: Geeky Proclivities, College Rank, and Gender in Korea

2018 ◽  
Vol 12 (1) ◽  
pp. 33-56 ◽  
Author(s):  
Hyomin Kim ◽  
Youngju Cho ◽  
Sungeun Kim ◽  
Hye-Suk Kim
Keyword(s):  
Computer Science ◽  
Sense Of Belonging ◽  
Institutional Culture ◽  
Discursive Construction ◽  
Korean Students ◽  
Social Stereotypes ◽  
Departmental Culture ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Depth Interviews

Abstract The underrepresentation of women in computer science (CS) is an extensively reported phenomenon. The institutional culture of “geek” masculinity has been recognized as one of the important factors in explaining women’s avoidance of CS in Western contexts. We conducted a survey and in-depth interviews to examine how Korean CS majors interpret their departmental culture and form a sense of belonging. To summarize our findings, Korean students’ identification of themselves with geekiness was associated with university prestige more frequently than with gender. The geek identities and practices often associated with masculinity in Western contexts are related to university prestige in Korea. We do not argue that gender is irrelevant in constructing students’ practices and identities in CS. Instead, we argue that it is important to analyze how gender appears more or less noticeably in the discursive construction of CS professional identities depending on contexts. This study calls for more careful attention to the processes through which the constructed symbolic hierarchies of geek over nongeek are mediated by unequal structures, including but not limited to gender, in CS. Our findings suggest that gendering in and of CS is more complicated than the dichotomy of male-technical versus female-social stereotypes.

Child and Adolescent Suicide Deaths in New Mexico, 1990-1994

Crisis ◽  
2000 ◽  
Vol 21 (1) ◽  
pp. 36-44 ◽  
Author(s):  
DD Werenko ◽  
LM Olson ◽  
L Fullerton-Gleason ◽  
AW Lynch ◽  
RE Zumwalt ◽  
...  
Keyword(s):  
New Mexico ◽  
Cause Of Death ◽  
American Indians ◽  
Adolescent Suicide ◽  
Suicide Attempts ◽  
Medical Examiner ◽  
Contributing Factors ◽  
Targeted Interventions ◽  
And Gender ◽  
Youth Activity

The suicide death rate in New Mexico is consistently higher than the national rate. Among adolescents, suicide is the third leading cause of death nationally, but in New Mexico it is the second leading cause of death. This study describes the pattern of adolescent suicide deaths in New Mexico. We conducted a retrospective review of all medical examiner autopsies for adolescent suicides (ages 20 years and younger) in New Mexico from 1990-1994. Records were reviewed for demographics and possible contributing factors such as depression, previous attempts, and alcohol and drug use. We identified 184 suicide deaths among children and adolescents ages 9-20 years for an overall rate of 12.9 per 100,000. Our rates for ages 5-9 years (0.2), 10-14 years (3.8), and 15-19 years (22.3) are over twice the U.S. rates. Suicide deaths resulted primarily from firearms (67%), hanging (16%), poisoning (6%), inhalation (4%), and other methods (7%). Method varied by ethnicity (p = .01) and gender (p = .03); males and non-Hispanic Whites were overrepresented among firearm deaths. Firearm ownership was known in 60 (48%) of the firearm deaths. Of these, 53% of the firearms belonged to a family member, 25% to the decedent, and 22% to a friend. Over one-third of decedents (41%) experienced mental disorders, primarily depressed mood and clinical depression. Previous suicide attempts were noted for 15% of the decedents. Some 50% of the decedents had alcohol or drugs present at the time of death; among American Indians/Alaska Natives, 74% had drugs or alcohol present (p = .003). Targeted interventions are needed to reduce adolescent suicide in New Mexico. We suggest raising awareness about acute and chronic contributing factors to suicide; training physicians to look for behavioral manifestations of depression; and involving physicians, teachers, and youth activity leaders in efforts to limit firearm accessibility, such as advising parents to remove firearms from their households.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

scholarly journals The Primacy of Beauty in Music, Visual Arts and Literature: Not Just a Replication Study in the Greek Language Exploring the Effects of Verbal Fluency, Age and Gender

2021 ◽  
pp. 003329412110268
Author(s):  
Vaitsa Giannouli ◽  
Juliana Yordanova ◽  
Vasil Kolev
Keyword(s):  
Visual Arts ◽  
Verbal Memory ◽  
Cognitive Factors ◽  
Semantic Field ◽  
Older Individuals ◽  
Greek Language ◽  
Age And Gender ◽  
Music And Literature ◽  
Young Females ◽  
And Gender

Research on aesthetic descriptors of art in different languages is scarce. The aim of the present study was to elucidate the conceptual structure of aesthetic experiences of three forms of art (music, visual arts and literature) in the Greek language, which has not been explored so far. It was further aimed to study if biological and cognitive factors such as age and gender might produce differences in art appreciation. A total of 467 younger and older individuals from Greece were asked to generate verbal descriptors (adjectives) in free word-listing conditions in order to collect terms reflecting the aesthetics-related semantic field of art. The capacity of verbal memory was controlled by using a battery of neuropsychological tests. Analysis of generated adjectives’ frequency and salience revealed that ‘beautiful’ was the most prominent descriptor that was selected with a distinctive primacy for all three forms of arts. The primacy of ‘beautiful’ was significantly more pronounced for visual arts relative to music and literature. Although the aging-related decline of verbal capacity was similar for males and females, the primacy of ‘beautiful’ depended on age and gender by being more emphasized for young females than males, and for old males than females. Analysis of secondary descriptors and pairs of adjectives revealed that affective and hedonic experiences are essentially fixed in the semantic field of art reflection. It is concluded that although the concept of the aesthetics seems to be diversified and rich, a clear primacy of beauty is found for the Greek cultural environment and across different forms of art. The results also highlight the presence of complex influences of biological and cognitive factors on aesthetic art experiences.

Sign in / Sign up

Export Citation Format

Share Document