Gender & Computing require that we actively recruit g irls to CS

1. Gender & Computingrequire that we actively recruit girls to CS Joanne McGrath Cohoon UVA Associate Professor NCWIT Senior Research Scientist Minnesota Tapestry Workshop August 6, 2012

2. Females are underrepresented in computing

3. 30% of jobs for college grads will be in computing in 2020

4. Not Just Predicted, but Current

5. More than double students ifCS drew from the majority

6. How CS got the women it has • Positive experiences • Encouraged • Math or logic confidence • Rewarding, flexible career • Enjoy programming • Persuaded by friends • Path to helping career • Self-expression • Communication • Defy stereotypes

7. What keeps other women out of CS • Lack of information/misconceptions • Little support and encouragement • Educational policies allow choices influenced by stereotypes • Stereotypes reduce confidence andinterest

8. Few students, parents, or teachers (people) know what computer scientists do Too many sources misinform, steer girls away Lack of information abounds

9. Too Little Support & Encouragement • Peers and authorities • You’re studying what? • Women need to explain their choice of CS …but men don’t • - Cohoon 2006 • Isolation • Feeling like you do not belong • - Kissinger et al. 2009

10. Policies promote stereotype-based choice -Carter 2006 -Charles & Bradley 2006 Or force choice between academic interests or goals

11. Stereotypes and stereotype threat

12. Mental shortcuts for generalizing knowledge to other situations Stereotypes are good …

13. May lead to mistakes - miscategorization And stereotypes are bad African Americans

14. Common Mistaken Stereotype: Feminine ≠Technical Lagesen 2005

15. Stereotypes can create threatening situations • Stereotype threat • Fear of confirming negative beliefs about my group • Hinders performance • Affects confidence, choices and aspirations • Leads to harsh personal standards, opting out if not met • Correll2004 Not just about gender, e.g., age stereotypes reduce memory effectiveness - Chasteen et al. 2005

16. Stereotype Threat masks ability and reduces learning and persistence Calculus Test Results • Remove threat and Anglo women test better • Good et al. 2008 • Note-taking skill reduced by stereotype threat (ST) • Appel et al. 2011 • Feelings of belonging impaired by ST • Good et al. 2012 • Good, Aronson, Harder, 2008

17. Gender imbalance in room Stereotyped physical space Attention called to gender Belief that ability is inherent ST is easy to trigger and particularly affects motivated students

18. about stereotype threat

19. Some of the Interventions that Work • Emphasize growth in intelligence - Aronson et al 2002 • Normalize – Good et al. 2008 • “Wise” feedback – Cohen & Steele 2002 • Self-affirmation of values – Purdie-Vaughns & Garcia 2011

20. More about “Wise” feedback • Critical, but • Holding you to high standard • Know you can do it • . • . • . • More likely Black students would revise • Reduced Black-White grade gap

21. More about Self-Affirmation • Identify your most important value(s) • E.g., relationships with friends, family, being good at ** • Write a short paragraph about why this value is important to you • Confirm: “In general, I try to live up to these values” C D

22. So far, these strategies only work for students in your class

23. about the other factors that reduce girls’ confidence and interest in computing

24. Inform girls and their influencers

25. Support and encourage

26. Persuade decision-makers

27. Actively Recruit using messages that counter stereotypes

28. What will you do about it?

29. NCWIT is the National Center for Women & Information Technology Mobilizing for Change: NCWIT Our coalition includes more than 250 universities, corporations, and non-profits.