Females in computing: Understanding stereotypes through collaborative picturing

Berg, Tessa; Sharpe, Alexander; Aitkin, Emma

doi:10.1016/j.compedu.2018.07.007

Cited by 39 publications

(16 citation statements)

References 32 publications

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“…Starr ( 2018) also revealed that when people described what a person looked like, descriptors fell into categories of male, lacking social skills and obsessive. This finding agrees with prior research (Berg, Sharpe, & Aitkin, 2018) that females' sense of belonging in ICT decreases after interacting with stereotypical people in the field (Breda, Grenet, Monnet, & Van Effenterre, 2018).…”

Section: Social Factorssupporting

confidence: 92%

Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education

Morton¹,

Redmond²,

Albion³

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.

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Section: Social Factorssupporting

confidence: 92%

Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education

Morton¹,

Redmond²,

Albion³

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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“…The HCI community has been debating different facets of this issue, including gender and computing [21], virtual embodiment [2], feminisms and HCI [5], female representation in computing [7], women in STEM [6], coconstruction of gender and technical identities [51], and computing as a "masculinized activity" [47]. Specifically, within this broad area our research is not focused on investigating how to better design technology in order to avoid masculine biases [17] or to investigate the tension between gender identity and the use of technology [51].…”

Section: Introductionmentioning

confidence: 99%

Detecting Gender Stereotypes in Children Digital StoryTelling

Rubegni

Landoni²,

Angeli

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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Gender is a major variable affecting identity and life opportunities from a young age. Our research aims to explore the persistence of gender stereotypes in multimedia stories created by children with the final purpose of attenuating this stereotypical thinking by proposing new processes and tools. The paper investigates the following research question: how can gender stereotypes be detected in the stories produced by children with Digital StoryTelling? We addressed this issue by analyzing 23 multimedia stories created by 83 children, aged 11-12 years. The outcomes were two main contributions. The first, methodological, is an evaluation methodology made of five lenses: Role, Embodiment, Personality, Agency, and Emotion. The second are implications for the design of a tool to stimulate children's discussion around gendernormative attitude and behavior.

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“…Among the different research directions taken in the HCI and CCI communities (e.g. female representation in computing [14], coconstruction of gender and technical identities [65], virtual embodiment [6], and whether the perceived robot's gender might affect the interaction between a child and a robot [86]) we aimed to provide a concrete reflection on how we could improve children's awareness on gender when they create digital artefacts, with the purpose of stimulating reflections on their own as well identity as well as on that of others. In respect of the current stare of art we have made a step forward to understanding the type of gender stereotypes emerging in children's stories, the type of analysis that could be used to highlight these stereotypes, as well as the design strategies that can be implemented to reduce gender stereotypes in the stories made by children, or, at least, to mitigate their impact on children.…”

Section: Discussionmentioning

confidence: 99%

“…"Gender and computing" has been a central issue in the research community for many years [30]. In the last decades, this topic has been explored from different perspectives: female representation in computing [14], women in STEM [13], co-construction of gender and technical identities [65], virtual embodiment [6], and computing as a "masculinized activity" [58]. Moreover, the HCI community has been debating ways to improve gender inclusiveness by looking at methods and practices, e.g.…”

Section: Gender Computing and Design Of Digital Technologymentioning

confidence: 99%