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Computer Sciences, Information Science, Education, general, including:, *pedagogy, Women's and gender studies
While in recent decades a number of efforts have been coordinated to address the issue of gender imbalance in STEM (science, technology, engineering and mathematics) disciplines, the problem still persists. Many authors speak of the ‘leaky’ pipeline metaphor that describes the loss of women in STEM areas before reaching senior roles. Research shows that women who leave are unlikely to return. The issue is particularly severe in the area of computer science, where women represent less than 20% of the labour force across the EU.
This poster introduces a summary of findings from the literature on how to effectively recruit and retain women in computer science education.
The focus was to identify initiatives with demonstrated impact that targeted mainly female undergraduate computing, computer science and technology students. This work considers the initiatives and interventions reported by the academic community, but also includes success stories from the non-academic sources around the globe, such as international equality awards submissions and online reports from universities, non-profit organisations and personal practices. Sources in languages other than English have also been considered.
Practical initiatives that showed impact (which we call ‘Actions’) were identified and categorised into four groups comprising Policy, Pedagogy, Promotion and Influence. Each category is arranged into sub-groups and examples of actions that showed impact are provided for each of these groups.
This research aims to help the wider community to get one step closer towards gender balance in computer science.
Berry, A., McKeever, S., Murphy, B., & Delany, S. J. (2021). The 12th Annual Graduate Research Symposium 2021 Poster TU Dublin: How to Recruit and Retain Women in Computer Science. Technological University Dublin. DOI: 10.21427/P8RS-2F05
Higher Education Authority & Huawei Ireland
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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.