Gender & Technology: Is it Biology or Society?

1. Gender & Technology:Is it Biology or Society? Samantha Richards and Eric Schmidt

2. To give you an idea… • http://www.youtube.com/watch?v=bHOIDGIP-ZM

3. The basis for our research… • 37 percent of bachelor's degree recipients in computer science were females in 1985. • In more recent years (2004 and 2005), only 28 percent of CS majors were females. • In most research universities, only 17 percent of CS graduates are women.

4. The basis for our research… • This Pie Chart shows the majors of all the female students in this section of COMP 380. • In this class alone, the majority of females are COMM and JOMC majors.

5. Why does this matter? • Between 1988 and 2001: • the number of United States published papers in science and engineering rises by only 13% • the number of Japanese papers increased 67% • papers from East Asian countries… increased 492% • Number of CS Majors was 40% lower in 2004 than in 2000 • Dot.com Bust

6. Why does this matter? • In 2005, the United States produced 60,000 engineers. • China produced close to a million! • The US economy will add 1.5 million computer- and information-related jobs by 2012. • The US will have only half that many qualified graduates.

7. Biology or Society? • Samantha says, “Women are equally capable of excelling at math and science but that their gender has different ways of processing language and information.” • Eric says, “The decrease in women in the sciences (and specifically computer science) is due to societal constructs that are hostile to females.”

8. How to decide? We compare the influence of society and gender by discussing how both impact females throughout their life span (from early education into the workplace environment).

9. Birth through Pre-teen • Early education must take advantage of the curiosity of young children to spark an interest in math and science. • While middle school provides opportunities such as math and science clubs, these are less directed towards females. • These clubs do provide a social environment, but are stigmatized with being nerdy and male dominated.

10. Birth through Pre-teen • Males & females process language and information differently due to organization of each brain • Removal of… -left temporal lobe: interferes with verbal skills (Women use this more than Males) -right temporal lobe: impairs nonverbal skills • Inferior-parietal lobe is larger in men than women (manipulates spatial relationships)

11. Birth through Pre-teen • Typical Female brain development is to form close relationships ex: playing house or with dolls • A typical boy brain is about the game or toy, power, physical strength, etc.

12. Teenage Years • OVERALL PROBLEM… under qualified teachers are finding themselves in science and math classrooms. • “Finding role models—both in materials and in person—that fit a girl’s image of a successful woman helps break down these barriers.” • Betty Shanahan, the Executive Director and CEO of the Society of Women Engineers

13. Teenage Years • Females are trying to fit in with peers (inner-self is telling them they have to feel attractive to be part of the “group”) • Males don’t have the same personality traits as females – they aren’t necessarily worried about what other people think • Males are interested in more science classes * It may be their advantage with spatial reasoning

14. How were your high school math and science classes?

15. College • One study showed that girls actually receive better math grades than boys, but parents of daughters were more likely than parents of sons to report that math was more difficult for their child. • Daughter success=hard work • Son success=talent • Rise in popularity equaled rise in the class size. • Eliminates students uncomfortable or marginalized in that environment… not necessarily the worst students. • Females are not worse in science but less comfortable in the environment geared towards males.

16. College • Since females have 2 ‘X’ chromosomes & a male has 1..Male brain fills with testosterone (Testosterone kills cells in the communication centers  leads to less communication by males) • Females are better at verbal skills -Use 20,000 words per day -Men use approximately 7,000 • Asperger’s Syndrome -Eight times more common in males than females

17. Work Place • “Compared with men, women [CS] faculty members are generally paid less and promoted more slowly, receive fewer honors, and hold fewer leadership positions.” • National Academies report • The report further says… “These discrepancies do not appear to be based on productivity, the significance of their work, or any other performance measures

18. Work Place • Biology influences a female when choosing between a career and a family • Takes 5-6 years to earn doctorate post-doc years  search for a tenure position • Prime childbearing years • Taking time off for a maternity leave may disqualify females from a tenure position • 60+ hours/week isn’t practical when trying to balance both

20. Conclusion While some biological differences do exist between men and women, these differences do not keep women out of the field of computer science. Rather, the way that society responds to these differences has the greatest affect on women pursuing science.

21. Sources • Are There Differences Between the Brains of Males and Females? Renato Sabbatini. 1997. State University Campinas • Excerpt: The Female Brain-Learn What Women Really Think. 7 Aug. 2006. ABC NEWS, Washington, D. 31 • Hendrick, Bill. “Scientists Mine the Gender Gap.” Cox News Service 17 Sep. 2006 • Brownlee, Shannon, and Monika Guttman. "Having Children Poses Threats for Female Scientists." U.S. News & World Report 131.11 • Bombiardi, Marcella. “In computer science, a growing gender gap.” The Boston Globe 18 Dec. 2005. 18 Sept. 2006 http://www.boston.com/news/local/articles/2005/12/18/in_computer_science_a_growing_gender_gap/ • Shanahan, B. “The Secrets to Increasing Females in Technology.” The Technology Teacher 66.2 (Oct. 2006) 22-24. • Honawar, V. “U.S. Leaders Fret Over Students’ Math and Science Weaknesses.” Education Week 25.3 (14 Sept. 2005) 1. 30 Oct. 2006. <http://www.edweek.org/ew/articles/2005/09/14/03threat.h25.html>