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A Cultural Perspective on Gender Diversity in Computing

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A Cultural Perspective ... in Computing Blum, Frieze, Hazzan, Dias 1A Cultural Perspective on Gender Diversity in Computing1 Lenore Blum Computer Science Department Carnegie Mellon University Tel: (412) 268-8139 Fax: (412) 268-5576 [email protected] Carol Frieze School of Computer Science Carnegie Mellon University Tel: (412) 268-9071 Fax: (412) 268-5576 [email protected] Orit Hazzan Department of Education in Technology & Science Technion – Israel Institute of Technology Tel: (9724) 829 3107 Fax: (9724) 829 5634 [email protected] M. Bernardine Dias Robotics Institute Carnegie Mellon University Tel: +974-492-8978 Fax: +974-492-8255 [email protected] ABSTRACT This paper presents a cultural perspective towards thinking about, and acting on, issues concerning gender and computer science and related fields. We posit and demonstrate that the notion of a gender divide in how men and women relate to computing, traditionally attributed to gender differences, is largely a result of cultural and environmental conditions. Indeed, the reasons for women entering – or not entering – the field of computer science have little to do with gender and a lot to do with environment and culture as well as the perception of the field. Appropriate outreach, education and interventions in the micro-culture can have broad impact, increasing participation in computing and creating environments where both men and women can flourish. Thus, we refute the popular notion that focusing on gender differences will enhance greater participation in computing, and propose an alternative, more constructive approach which focuses on culture. We illustrate the cultural perspective using specific case studies based in different geographical and cultural regions. Keywords: computer science, culture, gender, environment, “Women-CS fit,” gender divide, “female-friendly,” myths, western culture, eastern culture, software engineering, software development method, agile software development. 1 A brief and preliminary version of this paper was presented at SIGCSE 2006.A Cultural Perspective ... in Computing Blum, Frieze, Hazzan, Dias 21. INTRODUCTION For some time now there has been rising concern in the US and in many of the “developed” nations over the declining numbers of women entering and succeeding in computing related fields. More recently, young men have also been turning away from these fields. Indeed, we are somehow failing to attract, educate and encourage the next generations of computer scientists, men and women,2 particularly at a time when computing technology is becoming even more integral to our scientific, economic and social infrastructure. Increased attention to declining numbers has brought a much needed re-examination of these fields and how they are perceived in the public consciousness. At the same time it has highlighted common grounds of concern [Morris and Lee, 2004]. The situation presents an ideal opportunity for broadening the scope of how we account for determinants of participation—or lack of participation—in computing related fields. This paper presents a cultural perspective towards thinking about, and acting on, issues concerning women and computer science (CS) and related fields. We posit and demonstrate that the notion of a gender divide in how men and women relate to computing, traditionally attributed to gender differences, is largely a result of cultural and environmental conditions. We illustrate that under specific cultural and environmental situations, women fit very well into CS. Indeed, where cultural conditions allow for diversity, and where women are perceived as capable of doing computer science (or any science), the “Women-CS fit” is visible and active [Adams et. al., 2003; Schinzel 2002; Vashti, 2002; Eidelman, 2005]. The implications are that women do not need handholding or a “female friendly” curriculum in order for them to enter and be successful in CS or related fields, nor is there need to change the fields to suit women. To the contrary, curricular changes, for example, based on presumed gender differences can be misguided, particularly if they do not provide the skills and depth needed to succeed and lead in the field. Such changes will only serve to reinforce, even perpetuate, 2 The 2004-2005 CRA Taulbee Survey reports that the number of new undergraduate CS majors in the US dropped by more than 30% since 2001-2002 [Zweben, 2006]. Even more alarming, according to the UCLA/HERI survey, the percentage of incoming undergraduates among all degree-granting institutions who indicated they would major in CS declined by 70% between fall 2000 and 2005 [Vegso, 2005].A Cultural Perspective ... in Computing Blum, Frieze, Hazzan, Dias 3stereotypes and promote further marginalization.3 Here we share findings (in Sections 3 and 4) from specific case studies that illustrate culture and environment as determinants in participation in CS and ask: a) How can such knowledge best be used? and b) Can such discussions lead us away from the gender differences debates (which seem to be going round in circles), and open the way for more productive directions? We argue that our understanding and experience with successful interventions that promote micro-cultural change have broad implications for increasing participation in computing and for creating environments where both men and women can flourish. At the same time, it is also important to recognize the crucial role played by the public’s perception and misconception of CS in attracting (or not) students to the field. For the most part, CS has been equated with programming, particularly in the US. This is largely due to the dearth of pre or entry level college/university curricula that present the depth and breadth of computer science and computational thinking. While curricula and perception are not the focus of this paper, we have also been working to develop curricular materials, teacher training programs and outreach efforts to broaden and correct the image of what computer science is and who computer scientists are [Blum and Frieze, 2005b; Frieze and Treat, 2005]. In discussions about participation in CS and related fields, there is often ambiguity about what fields we are actually talking about. This is not surprising, because of the newness and interdisciplinary nature of the fields and the changing and expanding boundaries.4 But it can lead to confusion,


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