Acknowledging the Significance of Gender
Ann-Marie Lancaster
Computing is perceived by many as belonging to the
male domain. Boys and girls in elementary and secondary levels view computing
as more appropriate for boys than girls, and girls consistently differ
from boys in: their level of confidence in their computer skills; their
interest in computers; their perception of the benefits of computers;
and their experience with computers. Fewer girls than boys have access
to computers at school; boys are more self-confident about their potential
with computers; and boys significantly outperform girls in computer literacy
and computing tests. [1] Furthermore, enrollment of women in undergraduate
computer science programs has been steadily decreasing since 1983, and
there exists a significant discrepancy between the percentages of men
and women who pursue advanced degrees in computer science. Between 1983
and 1986, women earned approximately 36% of bachelor’s degrees, 28%
of master’s degrees and 10% of doctoral degrees in computer science.
Only 9.4% of the Ph.D. faculty who teach computer science in four-year
colleges and universities are women. [2]
The evidence is overwhelming that gender is a significant
factor in predicting an individual’s potential interest and involvement
in computing. Why is gender such a significant factor? Is it because recreational
and educational software programs reflect the gender biases and stereotypes
of their designers, predominantly white males? Is it a result of the difficulties
that women students experience with self-esteem, lack of mentoring, and
absence of role models? Is it because society, in particular, parents,
teachers, and friends expect boys and men to be more interested and more
skilled in computing than girls and women? Is it because males received
more support and encouragement than females? All of these factors help
shape the barriers that prevent women from full participation in the opportunities
provided through computing. [3]
Furthermore, much has been written on the over masculinization
of scientific theory, practice, and pedagogy and the need to transform
science to include the values and methodologies associated with the female
gender. Many scientists, both male and female, advocate a major paradigm
shift in the scientific cultures from a patriarchal to a more balanced,
connected and holistic way of perceiving and experiencing the world. Nevertheless,
most of science teaching and theory are still trapped in the patriarchal
mode. For example, male bias has been identified in how scientific problems
are chosen and defined and in the way scientific work is designed and
interpreted, and it is present in the underlying paradigms of fields of
scientific study. Gender-based pedagogical biases are built into education
and traditional pedagogy. [4]
It is critical that we explore how and to what extent
gender bias pervades the computing field and identify the role gender
bias plays in the construction and perpetuation of the barriers which
deter women from the computing field. To what extent has the computer
science profession considered the issue of gender? Gender is not mentioned
in the curriculum guidelines of 1968, or in the curriculum guidelines
of 1978. It is also not addressed in the 1991 report of the joint curriculum
task force. Two recent ACM articles made reference specifically to the
computer science culture and its male dominance. [5] In its 1990 report,
the ACM Committee on the Status of Women in Computing Science raised the
possibility that the field of computer science functions in ways that
prevent or hinder women from becoming part of it. [6] The Committee suggests
that we may need to evaluate our practices to ensure fair and equal treatment
for all potential and current computer scientists. Those of us in the
computer science profession have been responsible for designing computing
curricula, for developing and proposing teaching paradigms for computer
science, and for designing and implementing pedagogical strategies. We
see these tasks as our responsibility. However, we have not explored the
extent to which what we do and how we do it have been instrumental in
making gender a significant factor in predicting an individual’s
success in studying computer science. We are the primary molders of the
computing culture within our educational institutions. We design the curriculum,
we teach the courses, and we evaluate the students. We encourage some
students and we discourage others. However, we have not acknowledged the
significance of gender in the culture we have created.
What needs to be done if we are to understand the
ways in which the computing culture alienates women and discourages them
from participating fully in computing? First, the significance of gender
needs to be raised to the status of a “real problem.” A “real
problem” is one to which a significant number of persons within the
discipline as well as persons with significant stature within the discipline
are willing to expend considerable amounts of their time and energy seeking
solutions. Second, we need to approach the problem as though we have some
intention of solving it. As computer scientists, we have techniques and
processes that we apply to those problems we truly hope to solve. For
problems that we may not be able to solve completely, we seek partial
or approximate solutions. In any case, the initial step in the problem
solving process is to understand the problem.
Go to: 2. Understanding Gender Bias
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