Gender
From CS315
Gender Differences in Computer Science Students
Abstract
The authors examined what role gender played in different aspects of computer science major students’ life.
Introduction
The United States is in need of computer scientists. The U.S. Department of Labor predicts that between the 2000 and 2010, 1.6 million new information technology workers are needed.
The number of computer science majors, however, is declining. Even more troubling, the gender gap is increasing; there are less female computer science majors.
While stereotypes declare math and science as a male-dominated field, this stereotype is stronger for computer science.
Unlike previous studies done on this topic, this study attempts to tackle this question from a multivariable point of view. It looks at differences of “majors vs. non-majors, in ability in quantitative areas, educational goals and interests, experience with computers, stereotypes and knowledge about CS, confidence, personality, support and encouragement, stress and financial issues, gender discrimination, and attitudes toward the academic environment in CS.“
Method
The study used questionnaires, which was distributed to 56 students (24 females and 32 males). The 56 students consists of two groups, “non-majors” (taking a “computer productivity” course) and “majors” (in a CS course required for CS majors). The survey consisted of questions about the topics discussed in the Introduction.
Results
The study used a 2 x 2 analysis of variance, using gender and the first variable and major vs non-major as the second variable.
Demographic Variables
Male and females and majors versus non-majors were quite similar in terms of demographics such as age, socioeconomic status, parents’ level of education, and others.
Ability in Quantitative Areas
CS majors scored higher on the science portion of the ACT and had marginally higher composite scores, but no differences were found between males and females.
Educational Goals and Interests
All subdivisions equally planned to take more math and science courses. Both genders were also equally interested in majoring in CS.
CS majors spent more time doing school work than non-majors. No differences were found between gender.
Higher education aspirations were stronger in men than women. Non-majors, compared with CS majors, rated interaction with other people as more important for choosing a career. Non-majors and males also valued extrinsic (motivation by external factors) awards more than majors and females.
Experience with Computers
The age of first computer use did not differ between gender and major vs non-major. More males (90.6%) than females (58.3%) had experience in computer programming before taking a course offered by the CS department (this includes courses for non-majors). 72% of men have installed RAM on a computer before, as opposed to 38% of women.
Stereotypes and Knowledge about CS
Both genders rated opportunities in the CS field as excellent, though CS majors rated it higher than non-majors. Males, compared to females, stronger believed that CS majors are loners.
In the area of financial compensation in CS, male and female majors and male non-majors were equal in their estimate. Female non-majors, however, greatly underestimated the CS major’s financial compensation.
No differences between gender and majors were found in estimating the number of hours a computer scientist works a week. Non-majors, however, estimated CS majors’ GPA higher than did majors. Non-majors also believed more strongly that a CS career is good for parents with young children.
Every group evenly believed that CS was a field where family life and career was compatible for women.
Confidence
Those with higher ACT Math scores had higher confidence in their computing abilities. Females were less confident of their computing skills when compared to men. Interestingly, female majors were less confident than male non-majors.
Personality
Male non-majors were more conscientious than their male counterparts, while female majors were more conscientious than male majors.
Men’s gender role were seen as more aggressive and domineering when compared to women, but both gender were seen as equally nurturing and kind.
No differences between groups were found in self-esteem, neuroticism, and importance of having a family.
Support and Encouragement
No significant differences were found in support and encouragement from others. Females felt that they had interpersonal attachment and connectedness than males did. Male non-majors had more reassurance of their competence by others than did their male counterparts. Female non-majors, however, had less when compared to female majors.
Stress and Financial Issues
No differences were found between males and females or majors vs non-majors in stress. Non-majors were more certain of having adequate financial support than non-majors.
Gender Discrimination
Male non-majors, compared with male majors, thought that there were more gender discrimination in the CS department. Overall, all thought that there was little gender discrimination.
Attitudes towards CS Courses and Instructors
Non-majors found the CS academic environment as more positive than did majors. Majors also viewed CS classes as more difficult and overwhelming than non-majors did.
Discussion
This study found no differences between genders on variables such as quantitative ability, interest in CS, stereotypes and knowledge of CS, and attitudes towards CS courses. These variables, therefore, are not the leading causes of the gender gap in CS.
We then look at the variables that do negatively impact females in CS. Stereotypes play a large role. The stereotype of CS majors as “nerds” affect females’ reluctance to go into the CS field more than males’. Lack of knowledge of financial compensation also plays a role.
Female non-majors were also less reassured of their abilities by than female majors. This leads to the speculation that reassurance from others play an important role for women looking into a male-dominated field.
Women’s computer confidence were much lower than me. Even women majors had less confidence than male non-majors. This lack of confidence perhaps stems from female’s lack of computer programming experience, which greatly deters females from the CS career.
In conclusion, the low confidence of women in their computer abilities greatly affects the gender gap in CS. This causes less women to enter in and more women to drop out of the CS major. As a result, less women enter the lucrative field of CS. It is important, then, for CS educators to increase females’ confidence through internships, teaching and lab assistance positions, and other opportunities.
