The Diversity Crisis in Software Development

Albusays, Khaled; Bjørn, Pernille; Dabbish, Laura; Ford, Denae; Murphy-Hill, Emerson; Serebrenik, Alexander; Storey, Margaret-Anne

doi:10.1109/ms.2020.3045817

Cited by 84 publications

(37 citation statements)

References 31 publications

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“…Overall, teachers see the support of girls as very relevant, but are ambivalent about whether homogeneous courses are a suitable implementation for this, in-line with current public discourse [1]. RQ 4 Summary.…”

Section: Strategies Formentioning

confidence: 91%

“…To elicit responses for the second survey, we used the Prolific platform 1 . As a prescreening filter we restricted participants to teachers working in primary/secondary (K-12) education, with a minimum approval rate of 90, which is the percentage of studies for which a participant has been approved.…”

Section: Survey 2: Teachers In Practicementioning

confidence: 99%

“…4.4.3 Gender Homogeneous Groups. Both TT (7.2 %) and TP (2.0 %) see the promotion of girls as an opportunity for programming in primary schools, and in general, diversity in computer science has been gaining importance in recent years [1]. One way to get girls interested in programming might be to offer special courses just for girls [41].…”

Section: Strategies Formentioning

confidence: 99%

See 2 more Smart Citations

Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools

Greifenstein

Graßl

2021

Proceedings of the 21st Koli Calling International Conference on Computing Education Research

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The widespread establishment of computational thinking in school curricula requires teachers to introduce children to programming already at primary school level. As this is a recent development, primary school teachers may neither be adequately prepared for how to best teach programming, nor may they be fully aware why they have to do so. In order to gain a better understanding of these questions, we contrast insights taken from practical experiences with the anticipations of teachers in training. By surveying 200 teachers who have taught programming at primary schools and 97 teachers in training, we identify relevant challenges when teaching programming, opportunities that arise when children learn programming, and strategies how to address both of these in practice. While many challenges and opportunities are correctly anticipated, we find several disagreements that can inform revisions of the curricula in teaching studies to better prepare primary school teachers for teaching programming at primary schools.

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Section: Strategies Formentioning

confidence: 91%

Section: Survey 2: Teachers In Practicementioning

confidence: 99%

Section: Strategies Formentioning

confidence: 99%

See 1 more Smart Citation

Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools

Greifenstein

Graßl

2021

Proceedings of the 21st Koli Calling International Conference on Computing Education Research

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show abstract

“…And that community has large challenges itself. For example, the latest Taulbee survey, 3 run by the Computing Research Association, reported that only 16% of full professors in computing in the United States are women. That's only a segment of our community, of course, but the extreme imbalance there is indicative of the larger problem.…”

Section: Shullmentioning

confidence: 99%

75 Years Young: Reflecting on a Milestone Year for the Society

Shull

Ben

2021

Computer

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“…The research community has addressed this issue in multiple ways. For instance, IEEE Software recently devoted a special issue to the diversity crisis in software development [5] presenting research results and best practices for making the field of computing equitable for all. Participation conditions have to be improved by industry, open-source communities, tools, processes, products, and education frameworks.…”

Section: Introductionmentioning

confidence: 99%