Women in Computing-Take 2

Communications of the ACM (Impact Factor: 3.62). 02/2009; 52(2):68-76. DOI: 10.1145/1461928.1461947
Source: DBLP


Around the world, women have made some progress in the field of computing over the past decade. Women now play a heightened role in technology leadership, and they have gained representation at many important points in organizational hierarchies. The proportion of undergraduate computer science degrees received by women has declined sharply -- from 37% in 1985 to 22% in 2005. Over more than a decade, a host of initiatives has evolved to increase and sustain the participation of women, at all levels of academia, in computing. At the faculty level, the primary goals are to recruit more women faculty and ensure that they ultimately achieve tenure and promotion. Improving women's representation in computing must also entail more enlightened governmental institutions and policies. Every computing professional, male and female alike, can contribute to the increased participation of women in the field. Long-term success depends on the entire community taking responsibility for making computing a broadly supportive and inclusive discipline.

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    • "The lack of women in the computing profession is an ongoing concern in many places including Europe, North America and Australia, and this has been well documented in the literature (see for example Clarke 1990; Edwards & Kay 2001; Galphin 2002; Adam, Howcroft & Richardson 2004; Klawe, Whitney & Simard 2009, Prey & Weaver 2013). "
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    ABSTRACT: There are many reasons why the gender imbalance in computing should be of concern to the profession. Over the last 20 years there have been many intervention programs which attempt to redress this situation and encourage more women into computing. To determine whether an intervention program has made a difference requires evaluation. Program evaluation is the careful collecting of information about a program so that those responsible can make informed decisions regarding the programs. This multi-case study investigation into 14 major programs conducted in Australia shows that many projects are not evaluated due to a lack of time, expertise and money. Without dissemination of detailed evaluations it is not possible to work out which intervention programs should be replicated and which should be modified or abandoned.
    Australasian Journal of Information Systems 06/2014; 18(2). DOI:10.3127/ajis.v18i2.849 · 0.04 Impact Factor
    • "With fewer women participating in the IT workforce it is not surprising that there is a lower representation of women at management level. Klawe et al. (2009) argues that senior managers are often unconscious of their own biases when considering women for promotion. "
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    ABSTRACT: This paper discusses the experiences of women working in the Australian IT workforce. With increasing demand for information technology professionals, organisations need to both attract the best qualified people as well as keep those they already have. In western developed countries in recent years we have seen a decline in women's participation in the IT workforce. Exacerbating the problem is the fact that most IT workplaces are male dominated which many women find less comfortable than more gender balanced workplaces. Based on survey responses and interviews with Australian women working in IT, our research explored women's lived experiences. We found that women continue to find the environment of their workplaces challenging yet report that they enjoy working as IT professionals. Further we identified what would make a difference to women's working lives to ensure they stay and advance in the IT profession. If we are to keep women in the IT workforce we need to be aware of the challenges women face and begin to address these challenges by providing mechanisms to better support women.
    ECIS, Utrecht,NL; 01/2013
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    ABSTRACT: Educators face a shifting landscape as students are beginning to expect that even traditional classes have an online component that allows learning to happen both in the classroom and on-line. But for many classes, simple text or slide presentations don't capture the thought processes and analytical steps instructors would like to convey to students. For quick and dynamic exercises it's difficult to best chalk or markers for developing adhoc diagrams, formulas, or definitions. In this paper we give an overview of several systems that can be used to capture synchronized writing and audio. We consider digital whiteboard solutions, pencasting solutions, and then describe our own iPad based stroke capture tool, Touchcaster. We have used Touchcaster in a computer science algorithms class and based on this experience we present an early study on the perceived usefulness of the system as supplemental online instruction material from both a student and instructor viewpoint.
    04/2011; 26(4):157-163.
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