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Abstract

Abstract.

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Abstract

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  1. Abstract Computers touch our lives in many ways: from setting your alarm in the morning, to microwaving that Egg McMuffin, to driving to campus, to getting money for gas, to getting gas. For computer science, many people with many different backgrounds are involved in the many aspects of computer science. For instance, individuals with graphic arts backgrounds may work on how the GUI appears and individuals with training or education expertise may work on how best to teach people to use that newly developed software. Today’s presentation focuses on a couple of areas outside “pure” computer science that may affect how computers are used, viewed, and programmed.

  2. Who Am I? • A.L.A., 1982 • B.A. in Biology, 1985 • M.Ed. in Computer Training and Development, 1996 • Ed.D. in Computing and Information Technology, 2005 (Concentration in Computer Education)

  3. In the Dark… On the Outside of Computer Science, Looking In

  4. Gender and Education • 2006-2007 • UNCW: • 4138 and 5621 (57.598%) • CSC Department: • Majors/preMajors: 12.9% (n=8)

  5. Graduation Data Current • Fall 2006 • Computer Science: • Headcount: 40 (17.5% female) • Degrees Conferred: 26 (7.69% female) • UNCW: • Headcount:10,759 (58.1%) • Degrees Conferred: 2,276 (60.24% female)

  6. 2003/2004 Study • CSC Enrollments: • 68 female students compared to 190 male • 35% female • there is ~33% loss of female students from each class • the number of males majoring in computer science remains fairly constant

  7. Enrollment: UNCW Spring Semester 2004 Enrollment

  8. Enrollment: CSC Department Spring Semester 2004 Enrollment

  9. Degrees Awarded: CSC

  10. Degrees Awarded: Comparison 2001-2002 Academic Year

  11. K12 experience • Females stop participating in SME programs throughout the educational process • From elementary thru junior high:both girls and boys have approximately the same abilities in mathematics and science • By junior high, females are taking fewer math and science classes • High school-level courses are frequently preparatory courses for college SME courses

  12. Success in CS • Students with a high GPA more likely to remain in their selected major • 30% with high GPAs were retained in their major while 23% average GPAs were retained • Women who receive degrees in computer field usually have high GPAs in the program. Males generally have with average GPAs

  13. Graduate’s GPAs

  14. Student Enrollments in Programming 50% reduction 79% reduction

  15. Endurance in the Program 17+% reduction 16+% reduction

  16. Possible Causes • Lit review finds many studies that suggest there are several reasons why women leave computer science programs at a higher rate • Factors that may contribute include parental encouragement, peer pressure, student-teacher interactions, curriculum (including learning styles), self-perception, mentors and role models, career aspirations, and resources in the home

  17. Compare yourself to your computer science classmates.Do you have:more computer experience the same amount of computer experience less computer experience more ability working with computers the same amount of ability working with computers less ability working with computers

  18. Comparison: Computer Experience

  19. Comparison: Computer Ability

  20. In your computer science classes, are you:more successful than peers equally as successful as peers less successful than peers more confident than peers equally as confident as peers less confident than peers  

  21. Comparison: Classroom Success

  22. Comparison: Classroom Confidence

  23. GPA Averages from CSC 121

  24. My female instructors use gender neutral terms in the classroom (such as “they,” “its,” “a student”) or use “he” or “she” equivalently. • My male instructors use gender neutral terms in the classroom (such as “they,” “its,” “a student”) or use “he” or “she” equivalently.

  25. When images/graphics are used during class time, my female instructors use female and male images equally • When images/graphics are used during class time, my male instructors use female and male images equally

  26. Example of a potentially offensive graphic for its depiction of gender-assigned roles. Example of an inoffensive graphic, since it avoids depicting gender-assigned roles.

  27. M M M F M M M M M M M M M M M F M M M M M M F F M M M F M M M M M M M M M M M M

  28. Are you comfortable questioning male instructors? • Not statistically significant but suggestive • 67.6% of women said yes • 91% of men said yes

  29. Are you comfortable challenging male instructors? • Difference is not statistically significant but suggestive • 43% of women said yes • 76% of men said yes

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