Diversity in Computer Science

Bjørn, Pernille; Menéndez-Blanco, María; Borsotti, Valeria

doi:10.1007/978-3-031-13314-5

Cited by 6 publications

(3 citation statements)

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“…One aspect involves biases and stereotypes present in the learning materials (Medel & Pournaghshband, 2017;Chavatzia, 2017). A second relates to being aware of bias, ethics, and morality when developing software and the importance of discussing the power and effects of software development (Bjørn et al,2023;Chavatzia, 2017;Albusays et al, 2021;Ko et al, 2023). A third aspect is the bias of the teacher.…”

Section: Bias Awareness and Ethicsmentioning

confidence: 99%

“…This is done by collecting existing knowledge on how to design inclusive and gender-sensitive CS education. According to Holman et al (2018) and Bjørn et al (2023) the gender gap in STEM will not close without further reforms and structural changes in education. Built on this backdrop, the research question to answer in the literature study was: "What concepts can be found in literature to make computer science education more gender-inclusive?…”

Section: Introductionmentioning

confidence: 99%

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Essential Aspects of Gender-inclusive Computer Science Education

Sällvin,

Öberg,

Mozelius

2024

icgr

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Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

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Section: Bias Awareness and Ethicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Essential Aspects of Gender-inclusive Computer Science Education

Sällvin,

Öberg,

Mozelius

2024

icgr

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“…In recent years, there has been an increasing awareness of having diversity, equity, and inclusivity (DEI) [32]. By embracing DEI and being more supportive of women, the teachers can show that they are "moving with the times", they "do agile" but also "be agile", and that "women software engineers matter", thereby making courses more appealing to women and contribute to better controlling attrition rate.…”

Section: ) Improving Sowse and Software Productmentioning

confidence: 99%

Small Educational Steps Towards Improving the Status of Women in Software Engineering

Kamthan,

Shahmir

2023

International Conferences on Software Engineering and Knowledge Engineering

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The women in software engineering continue to face a culture of discord that manifests itself in the form of underrepresentation, unpleasantness, and/or inequitableness. This somewhat dire situation was only exacerbated during the COVID-19 pandemic when the women in software engineering education and profession had to deal with multiple 'crisis'. The status quo is clearly unacceptable, not least because of pervasiveness of software in society. In that regard, relying on a multipronged approach grounded in a body of knowledge, ethicality, and history, this paper proposes certain basic steps in software engineering courses and projects that could be put into practice for improving "gender literacy" among students. These educational steps are illustrated by anecdotes and examples.

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ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences

Caeli,

Caviglia,

Bundsgaard

2024

TechTrends

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In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.

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Diversity in Computer Science

Cited by 6 publications

References 0 publications

Essential Aspects of Gender-inclusive Computer Science Education

Essential Aspects of Gender-inclusive Computer Science Education

Small Educational Steps Towards Improving the Status of Women in Software Engineering

ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences

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