Proceedings of the Third Computing Women Congress (CWC 2008): Student papers

The Third Computing Women Congress was held at the University of Waikato, Hamilton, New Zealand from February 11th to 13th, 2008. The Computing Women Congress (CWC) is a Summer University for women in Computer Science. It is a meeting-place for female students, academics and professionals who study or work in Information Technology. CWC provides a forum to learn about and share the latest ideas of computing related topics in a supportive environment. CWC provides an open, explorative learning and teaching environment. Experimentation with new styles of learning is encouraged, with an emphasis on hands-on experience and engaging participatory techniques

Girls in IT: How to develop talent and leverage support

The objectives of this panel are to inform the audience about national and regional initiatives developed by the National Center for Women & Information Technology (NCWIT) to reach out to middle and high school girls; learn from promising experiences in which the panelists have been directly involved; and discuss venues to scale and sustain efforts to increase women\u27s participation in technology careers. Panelists will describe their particular experiences, and discuss ways to utilize the Aspirations in Computing program to increase enrollment and retention of females in computing. A minimum of 30 minutes will be set aside for question and answer

Summer learning experience for girls in grades 7–9 boosts confidence and interest in computing careers

Academic exposure to computer science, encouragement to study computer science, and connecting personal interests to computing areas influence women to pursue degrees in computer science. Guided by these recommendations, we designed and offered a summer learning experience for girls in grades 7--9 in summer 2016. The goal of the program was to improve girls\u27 perceptions of learning computer science through academic exposure in the informal setting of a girls-only summer camp. In this paper we present a study of the girls\u27 perceptions of CS learning. Four constructs were used to develop pre- and post-survey items: computing confidence, intent to persist, social supports, and computing outcomes expectations. The camp appeared to have positively influenced the girls on two of the four constructs, by improving computing confidence and positive perceptions of computing careers

AN INVESTIGATION INTO THE RELATIONHISP BETWEEN GENDER PERCEPTION OF COMPUTING, COMPUTER SELF-EFFICACY, AND COMPUTER ANXIETY: A COMPARISON STUDY BETWEEN CHINESE FEMALES AND AMERICAN FEMALES

It is believed that the perception that computing is a male domain has discouraged American women to participate in computing fields. Like the U.S., computing is also dominated by men in China. However, unlike the U.S., information technology is ranked the highest compared with other industries in term of career choices for Chinese female university graduates. This study investigates how computer anxiety and computer self-efficacy influence gender perception toward computing of Chinese female in comparison to American female. One of the findings indicated computer anxiety directly impacts gender perception toward computing of females in both cultures.Gender Perception, IT, Computer Self-efficacy, Computer Anxiety, China

Evolution of a cross-year mentoring scheme

In a university department where less than seven percent of the students and staff are women, a sense of isolation can have a detrimental effect on the progression and retention of those female students. To address issues of isolation, progression, and retention the University of Lincoln's Department of Computing and Informatics (DCI)1 began a cross-year mentoring scheme in 2005 and has tracked the progress and the changes that this scheme has brought about over the past two years. Key issues addressed include better support for women students to ensure they successfully omplete their studies and progress to successful careers in Computing; raising awareness of the predominantly male staff in the department regarding the impacts on female student retention; raising awareness university-wide about the support provided to female students and transferring the knowledge gained across the university to other departments. The cross-year mentoring scheme for DCI women students has resulted in a dramatic increase in female student retention. A 2004 census of students showed that only 25% of female students progressed into their 3rd academic year. However, in 2006 100% of female students advanced into their 3rd year class. The mentoring scheme initially focused on students from the year above mentoring students in the year below, and now continues by promoting postgraduate students as mentors

Encouraging re-employability and discouraging bias

The paper discusses the need for more IT professionals and the need to retain those taking career breaks. The paper discusses the current situation in the UK for unemployed and under-employed computing professionals; and the view of professionals about the need for regular updating of their skills, particularly if they are currently unemployed. The needs of those taking an extended career break, of say five years are also discussed, together with help to encourage and assist those returning to the computing industry. The paper discusses the actions that have been undertaken by the BCS Quality Specialist Group, BCS Women and Hampshire Branch to provide free training courses, together with the BCS Unconscious Bias Training for all BCS committee members. The comments of those attending these various BCS training courses are discussed

Do female motives for enrolling vary according to STEM profile?

Contribution: Stereotypes and immediate environment are the reasons for low enrollment of women in STEM studies. Background: The low number of women in STEM degree courses has been the subject of much research, which has found that the lack of female enrollment is not evenly distributed across all STEM studies. In some areas, such as computing, communications, and electrical and electronic engineering (CCEEE), not only has the number of women not increased, it has even fallen. Research Questions: Is there a stereotype for women taking STEM studies? Is this stereotype different between women taking CCEEE and non-CCEEE degrees? What are the main reasons that lead women to enroll in STEM studies? Methodology: A survey was sent to 3699 female students and STEM graduates belonging to the authors’ university in six schools with a lowest level of enrollment, and 1060 replies were received. A qualitative study based on data analysis triangulation was performed. Findings: The women surveyed consider social stereotypes (31.47%) and the immediate environment (14.5%) as the main reasons for the low enrollment of women in STEM studies. Surprisingly, the third reason (11.03%) is that women do not like engineering. New knowledge concerning what motivates female students to enroll in STEM studies, what stereotypes they must struggle against, and the existence of possible differences between CCEEE and STEM but non-CCEEE female students could help policy makers and academia to improve female enrollment in STEM and, in particular, in CCEEE studies.Peer ReviewedPostprin

Perceptions and misperceptions of computing careers

Two issues were addressed. 1. Women are underrepresented in computing courses and in the computing workplace. Despite almost two decades of recognition of the issue and of intervention to correct it, the proportion of women in computing continues to decline. 2. There is a shortage of people with appropriate skills and qualifications in computing, and, more specifically, a need for people with particular personality attributes. There is an increasing demand for computing personnel to have good communication and interpersonal skills, but the predominant personality types of computing people do not include these characteristics. The research relating to the underrepresentation of women was conducted as a series of interviews with university students, female computing professionals and secondary school girls. The main findings of these studies were: 1) schoolgirls are interested in careers that are interesting and varied and provide opportunities for interaction with others; 2) schoolgirls perceive computing as involving working alone; 3) women working in computing describe careers that are interesting, varied, and people-oriented; 4) tertiary computing students equated \u27computing\u27 with \u27programming\u27; and 5) single interventions are unlikely to result in individuals in the targeted group deciding to study computing. The perception of schoolgirls that computing involves working alone, which is reinforced by many tertiary computing courses, suggested that the type of person who is likely to be attracted to computing is one who would prefer to work alone. It was predicted that schoolboys would have similar perceptions of computing. Thus, computing is likely to attract students who would prefer to work alone. For various social and stereotypical reasons addressed by previous research, these students will be predominantly male. In the final study, preferred Myers-Briggs Type Indicator and Strong Interest Inventory personality types were suggested for computer programmers, systems designers and systems analysts. The existing literature and the \u27types\u27 of 72 study participants tended to confirm that 1) certain personality types are overrepresented in computing; 2) these types are well suited to programming and design tasks; and 3) there is an underrepresentation of individuals who have the combination of analytical, communication and people skills that are required particularly of analysts but also of many others working in computing today. Interviews with participants supported the earlier findings that computing careers are perceived by students to be technical and involve working in isolation, but for many computing people this is not the reality

Addressing the gender gap in federal law enforcement professions: The motivational attraction of women in computing

Nationwide, federal law enforcement agencies seek candidates with specialized skill sets and more advanced educational knowledge for employment. In view of this, it was proven, after much open source research into federal agencies\u27 qualification requirements, that those who possess a background in select areas, specifically computer science, have a better opportunity for employment with federal law enforcement agencies, particularly in the computing sector; although, in many cases, work experience can be substituted for a college degree [7]. For this reason, many women are not involved in, nor apply for, computing professions within federal law enforcement agencies. A significant step in encouraging women to pursue computing careers is to examine the reasons women, currently employed in federal law enforcement, have chosen a computer-related career path. Research that provides an analysis of the motivations that exist for women in becoming interested in computing professions, within federal law enforcement agencies, will help address the issue of equal representation for the underrepresented population of women in computing fields