Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

References

• Abraham, N. (2006). Creating academic career opportunities for women in science: Lessons from liberal arts colleges. In J. M. Bystydzienski & S. R. Bird (Eds.), Removing barriers: Women in academic science, technology, engineering, and mathematics (pp. 314–330). Bloomington: Indiana University Press.
   Google Scholar
• Ackerman, P. L., Kanfer, R., & Beier, M. E. (2013). Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. Journal of Educational Psychology, 105, 911–927. doi:10.1037/a003233810.1037/a0032338
   Web of Science ®Google Scholar
• Alvarado, C., & Dodds, Z. (2010, March). Women in CS: An evaluation of three promising practices. In Proceedings of SIGCSE (pp. 57–61), Milwaukee, WI.
   Google Scholar
• Alvarado, C., & Judson, E. (2014). Using targeted conferences to recruit women into computer science. Communications of the ACM, 57, 70–77. doi:10.1145/250088310.1145/2566590
   Web of Science ®Google Scholar
• Amelink, C. T., & Creamer, E. G. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99, 81–92.10.1002/jee.2010.99.issue-1
   Web of Science ®Google Scholar
• American Association of University Women (2000). Tech-savvy: Educating girls in the new computer age. Washington: Author.
   Google Scholar
• Asgari, S., Dasgupta, N., & Stout, J. G. (2012). When do counterstereotypic ingroup members inspire versus deflate? The effect of successful professional women on young women's leadership self-concept. Personality and Social Psychology Bulletin, 38, 370–383.10.1177/0146167211431968
   PubMed Web of Science ®Google Scholar
• Ash, R. A., Rosenbloom, J. L., Coder, L., & Dupont, B. (2006). Personality characteristics of established IT professionals I: Big Five personality characteristics. In E. M. Trauth (Ed.), Encyclopedia of gender and information technology (pp. 983–989). Hershey, PA: Idea Publishing.10.4018/978-1-59140-815-4
   Google Scholar
• Astin, A. W., & Astin, H. S. (1992). Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences. Los Angeles, CA: Higher Education Research Institute.
   Google Scholar
• Barker, L. J., Garvin-Doxas, K., & Jackson, M. (2002). Defensive climate in the Computer Science classroom. In Proceedings of the 33rd Technical Symposium on Computer Science Education. New York, NY: ACM Press.
   Google Scholar
• Barker, L. J., McDowell, C., & Kalahar, K. (2009). Exploring factors that influence computer science introductory course students to persist in the major. ACM SIGCSE Bulletin, 41, 282–286. Cambridge, MA: MIT Press.
   Google Scholar
• Bernold, L. E., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention. Journal of Engineering Education, 96, 263–274.10.1002/jee.2007.96.issue-3
   Web of Science ®Google Scholar
• Beyer, S. (1990). Gender differences in the accuracy of self-evaluations of performance. Journal of Personality and Social Psychology, 59, 960–970. doi:10.1037/0022-3514.59.5.96010.1037/0022-3514.59.5.960
   Web of Science ®Google Scholar
• Beyer, S. (1998/1999). Gender differences in causal attributions by college students of performance on course examinations. Current Psychology, 17, 346–358. doi:10.1007/s12144-998-1016-510.1007/s12144-998-1016-5
   Web of Science ®Google Scholar
• Beyer, S. (1998). Gender differences in self-perception and negative recall biases. Sex Roles, 38, 103–133. doi:10.1023/A:101876872960210.1023/A:1018768729602
   Web of Science ®Google Scholar
• Beyer, S. (1999a). The accuracy of academic gender stereotypes. Sex Roles, 40, 787–813. doi:10.1023/A:101886480333010.1023/A:1018864803330
   Web of Science ®Google Scholar
• Beyer, S. (1999b). Gender differences in the accuracy of grade expectancies and evaluations. Sex Roles, 41, 279–296. doi:10.1023/A:101881043010510.1023/A:1018810430105
   Web of Science ®Google Scholar
• Beyer, S. (2002). The effects of gender, dysphoria, and performance feedback on the accuracy of self-evaluations. Sex Roles, 47, 453–464. doi:10.1023/A:102160051085710.1023/A:1021600510857
   Web of Science ®Google Scholar
• Beyer, S. (2008a). Predictors of female and male Computer Science students’ grades. Journal of Women and Minorities in Science and Engineering, 14, 377–409.10.1615/JWomenMinorScienEng.v14.i4
   Google Scholar
• Beyer, S. (2008b). Gender differences and intra-gender differences amongst Management Information Systems students. Journal of Information Science Education, 19, 301–310.
   Google Scholar
• Beyer, S. (2014). Women and Science, Technology, Engineering, and Math (STEM). In D. S. Dunn (Ed.), Oxford Bibliographies in Psychology. New York, NY: Oxford University Press. Retrieved from www.oxfordbibliographies.com
   Google Scholar
• Beyer, S., & Bowden, E. M. (1997). Gender differences in self-perceptions: Convergent evidence from three measures of accuracy and bias. Personality and Social Psychology Bulletin, 23, 157–172. doi:10.1177/014616729723200510.1177/0146167297232005
   Web of Science ®Google Scholar
• Beyer, S., & Haller, S. (2006). Gender differences and intra-gender differences in Computer Science students: Are female CS majors more similar to male CS majors or female non-majors? Journal of Women and Minorities in Science and Engineering, 12, 337–365.
   Google Scholar
• Carter, L. (2006). Why students with an apparent aptitude for computer science don’t choose to major in computer science (pp. 27–31). Paper presented at SIGCSE, Houston, TX.
   Google Scholar
• Cassidy, S., & Eachus, P. (2002). Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, 26, 133–153.10.2190/JGJR-0KVL-HRF7-GCNV
   Google Scholar
• Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10, 251–267.10.1037/1089-2680.10.3.251
   Web of Science ®Google Scholar
• Cheryan, S. (2011). Understanding the paradox in math-related fields: Why do some gender gaps remain while others do not? Sex Roles, 66, 184–190.
   Web of Science ®Google Scholar
• Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060. doi:10.1037/a001623910.1037/a0016239
   PubMed Web of Science ®Google Scholar
• Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers & Education, 57, 1825–1835. doi:10.1016/j.compedu.2011.02.004
   Web of Science ®Google Scholar
• Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2, 656–664. doi:10.1177/194855061140521810.1177/1948550611405218
   Web of Science ®Google Scholar
• Cohoon, J. M., & Cohoon, J. P. (2006). Departmental factors in gendered attrition from undergraduate IT majors. In Proceedings of NSF’s ITWF & ITR/EWF Principal Investigator Conference (pp. 23–25), Boulder, CO.
   Google Scholar
• Cohoon, J. M., & Lord, H. (2006). A faculty role in women’s participation in computing. In E. M. Trauth (Ed.), Encyclopedia of gender and information technology (pp. 297–303). Hershey, PA: Idea Publishing.10.4018/978-1-59140-815-4
   Google Scholar
• Cohoon, J. P., Cohoon, J. M., & Soffa, M. L. (2013). Educating diverse computing students at the University of Virginia. Computer, 46, 52–55.10.1109/MC.2013.39
   Google Scholar
• Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (2001). Learning professional confidence: Linking teaching practices, students’ self-perceptions, and gender. The Review of Higher Education, 24, 173–191.10.1353/rhe.2000.0028
   Web of Science ®Google Scholar
• Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23, 145–158.10.2307/249749
   Web of Science ®Google Scholar
• Correll, S. J. (2001). Gender and the career choice process: The role of biased self‐assessments. American Journal of Sociology, 106, 1691–1730.10.1086/ajs.2001.106.issue-6
   Web of Science ®Google Scholar
• Correll, S. J. (2004). Constraints into preferences: Gender, status, and emerging career aspirations. American Sociological Review, 69, 93–113.10.1177/000312240406900106
   Web of Science ®Google Scholar
• Craig, A., Paradis, R., & Turner, E. (2002). A gendered view of computer professionals. ACM SIGCSE Bulletin, 34, 101–104.10.1145/543812
   Google Scholar
• Creamer, E. G., Burger, C. J., & Meszaros, P. S. (2004). Characteristics of high school and college women interested in information technology. Journal of Women and Minorities in Science and Engineering, 10, 67–78.10.1615/JWomenMinorScienEng.v10.i1
   Google Scholar
• Cross, S. E. (2001). Training the scientists and engineers of tomorrow: A person-situation approach. Journal of Applied Social Psychology, 31, 296–323.10.1111/jasp.2001.31.issue-2
   Web of Science ®Google Scholar
• Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122, 5–37. doi:10.1037/0033-2909.122.1.510.1037/0033-2909.122.1.5
   PubMed Web of Science ®Google Scholar
• Cross, S. E., Bacon, P. L., & Morris, M. L. (2000). The relational-interdependent self-construal and relationships. Journal of Personality and Social Psychology, 78, 791–808.10.1037/0022-3514.78.4.791
   PubMed Web of Science ®Google Scholar
• Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender-science stereotypes predict science identification and science career aspirations among undergraduate science majors? Social Psychology of Education, 16, 541–554. doi:10.1007/s11218-013-9232-810.1007/s11218-013-9232-8
   Web of Science ®Google Scholar
• Denner, J., Werner, L., O’Connor, L., & Glassman, J. (2014). Community college men and women: A test of three widely held beliefs about who pursues computer science. Community College Review, 1–21. doi:10.1177/0091552114535624
   Google Scholar
• Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21, 1051–1057. doi:10.1177/095679761037734210.1177/0956797610377342
   PubMed Web of Science ®Google Scholar
• Dingel, M. J. (2006). Gendered experiences in the science classroom. In J. M. Bystydzienski & S. R. Bird (Eds.), Removing barriers: Women in academic science, technology, engineering, and mathematics (pp. 172–187). Bloomington: Indiana University Press.
   Google Scholar
• Durndell, A., & Haag, Z. (2002). Computer self-efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18, 521–535. doi:10.1016/S0747-5632(02)00006-710.1016/S0747-5632(02)00006-7
   Web of Science ®Google Scholar
• Eccles, J. S. (1994). Understanding women’s educational and occupational choices. Psychology of Women Quarterly, 18, 585–609. doi:10.1111/j.1471-6402.1994.tb01049.x10.1111/pwqu.1994.18.issue-4
   Web of Science ®Google Scholar
• Eccles, J. S., Barber, B., & Jozefowicz, D. (1999). Linking gender to educational, occupational, and recreational choices: Applying the Eccles et al. model of achievement-related choices. In W. B. Swann Jr & J. H. Langlois (Eds.), Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence (pp. 153–192). Washington: American Psychological Association.
   Google Scholar
• Ehrlinger, J., & Dunning, D. (2003). How chronic self-views influence (and potentially mislead) estimates of performance. Journal of Personality and Social Psychology, 84, 5–17.10.1037/0022-3514.84.1.5
   PubMed Web of Science ®Google Scholar
• Eney, C., Lazowska, E., Martin, H., & Reges, S. (2013). Broadening participation: The why and the how. Computer, 46, 48–51.10.1109/MC.2013.83
   Google Scholar
• Fencl, H., & Scheel, K. R. (2006). Making sense of retention: An examination of undergraduate women’s participation in physics courses. In J. M. Bystydzienski & S. R. Bird (Eds.), Removing barriers: Women in academic science, technology, engineering, and mathematics (pp. 298–313). Bloomington: Indiana University Press.
   Google Scholar
• Fox, M. F., Sonnert, G., & Nikiforova, I. (2011). Programs for undergraduate women in science and engineering: Issues, problems, and solutions. Gender & Society, 25, 589–615.
   Web of Science ®Google Scholar
• Frome, P. M., Alfeld, C. J., Eccles, J. S., & Barber, B. L. (2006). Why don’t they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12, 359–372.10.1080/13803610600765786
   Google Scholar
• Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threat and women’s achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17–28. doi:10.1016/j.appdev.2007.10.00410.1016/j.appdev.2007.10.004
   Web of Science ®Google Scholar
• Goode, J., Estrella, R., & Margolis, J. (2006). Lost in translation: Gender and high school Computer Science. In J. M. Cohoon & W. Aspray (Eds.), Women and information technology (pp. 89–114). Cambridge, MA: MIT Press.10.7551/mitpress/9780262033459.001.0001
   Google Scholar
• Govender, I., & Khumalo, S. (2014). Reasoned action analysis theory as a vehicle to explore female students’ intention to major in information systems. Journal of Communication, 5, 35–44.
   Google Scholar
• He, J., & Freeman, L. A. (2010). Are men more technology-oriented than women? The role of gender on the development of general computer self-efficacy of college students. Journal of Information Systems Education, 21, 203–212.
   Google Scholar
• Herring, C. (2009). Does diversity pay?: Race, gender, and the business case for diversity. American Sociological Review, 74, 208–224. doi:10.1177/00031224090740020310.1177/000312240907400203
   Web of Science ®Google Scholar
• Hyde, J. S. (2007). New directions in the study of gender similarities and differences. Current Directions in Psychological Science, 16, 259–263.10.1111/cdir.2007.16.issue-5
   Web of Science ®Google Scholar
• Jagacinski, C. M. (2013). Women engineering students: Competence perceptions and achievement goals in the freshman engineering course. Sex Roles, 69, 644–657. doi:10.1007/s11199-013-0325-910.1007/s11199-013-0325-9
   Web of Science ®Google Scholar
• John, O. P., & Srivastava, S. (1999). The big five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 102–138). New York, NY: Guilford Press.
   Google Scholar
• Jones, B. D., Ruff, C., & Paretti, M. C. (2013). The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering. Social Psychology of Education, 16, 471–493.10.1007/s11218-013-9222-x
   Web of Science ®Google Scholar
• Katz, S., Aronis, J., Allbritton, D., Wilson, C., & Soffa, M. L. (2003). Gender and race in predicting achievement in computer science. IEEE Technology and Society Magazine, 22, 20–27.10.1109/MTAS.2003.1237468
   Web of Science ®Google Scholar
• Keup, J. R., & Stolzenberg, E. B. (2004). The 2003 Your First College Year survey: Exploring the academic and personal experiences of first-year students. Los Angeles, CA: HERI.
   Google Scholar
• Knight, D. B., Mappen, E. F., & Knight, S. L. (2011). A review of the literature on increasing the representation of women undergraduates in STEM disciplines through civic engagement pedagogies. Science Education and Civic Engagement, 3, 36–47.
   Google Scholar
• Lang, C. (2010). Happenstance and compromise: A gendered analysis of students' computing degree course selection. Computer Science Education, 20, 317–345.10.1080/08993408.2010.527699
   Google Scholar
• Lee, A. C. K. (2003). Undergraduate students’ gender differences in IT skills and attitudes. Journal of Computer Assisted Learning, 19, 488–500.10.1046/j.0266-4909.2003.00052.x
   Web of Science ®Google Scholar
• Lippa, R. (1998). Gender-related individual differences and the structure of vocational interests: The importance of the people-things dimension. Journal of Personality and Social Psychology, 74, 996–1009. doi:10.1037/0022-3514.74.4.99610.1037/0022-3514.74.4.996
   PubMed Web of Science ®Google Scholar
• Lips, H. M. (1992). Gender- and science-related attitudes as predictors of college students’ academic choices. Journal of Vocational Behavior, 40, 62–81. doi:10.1016/0001-8791(92)90047-410.1016/0001-8791(92)90047-4
   Web of Science ®Google Scholar
• Lips, H. M. (2004). The gender gap in possible selves: Divergence of academic self-views among high school and university students. Sex Roles, 50, 357–371.10.1023/B:SERS.0000018891.88889.c9
   Web of Science ®Google Scholar
• Lips, H. M., & Temple, L. (1990). Majoring in computer science: Causal models for women and men. Research in Higher Education, 31, 99–113.10.1007/BF00992559
   Web of Science ®Google Scholar
• Lockard, C. B., & Wolf, M. (2012, January). Employment outlook: 2010–2020. Occupational employment projections to 2020. Monthly Labor Review, 84–108.
   Web of Science ®Google Scholar
• Lopez, F. G., Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Role of social-cognitive expectations in high school students’ mathematics-related interest and performance. Journal of Counseling Psychology, 44, 44–52. doi:10.1037/0022-0167.44.1.4410.1037/0022-0167.44.1.44
   Web of Science ®Google Scholar
• Lubinski, D., Benbow, C. P., Shea, D. L., Eftekhari-Sanjani, H., & Halvorson, M. B. J. (2001). Men and women at promise for scientific excellence: Similarity not dissimilarity. Psychological Science, 12, 309–317.10.1111/1467-9280.00357
   PubMed Web of Science ®Google Scholar
• Mannix, E., & Neale, M. A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6, 32–55. doi:10.1111/j.1529-1006.2005.00022.x
   Google Scholar
• Margolis, J., & Fisher, A. (2001). Unlocking the clubhouse: Women in computing. Cambridge: MIT Press.
   Google Scholar
• Mau, W.-C. (2003). Factors That influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51, 234–243.10.1002/cdq.2003.51.issue-3
   Web of Science ®Google Scholar
• McInerney, C. R., DiDonato, N. O., Giagnacova, R., & O’Donnell, A. M. (2006). Students’ choice of information technology majors and careers: A qualitative study. Information Technology, Learning & Performance Journal, 24, 35–53.
   Google Scholar
• Meeden, L., Newhall, T., Blank, D., & Kumar, D. (2003). Using departmental surveys to assess computing culture: Quantifying gender differences in the classroom. Proceedings of the Eighth SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 88–192, ACM SIGCSE Bulletin, 35.
   Google Scholar
• Michie, S., & Nelson, D. L. (2006). Barriers women face in information technology careers: Self-efficacy, passion and gender biases. Women in management review, 21, 10–27.10.1108/09649420610643385
   Google Scholar
• Mishra, S., Draus, P., Caputo, D., Leone, G., Kohun, F., & Repack, D. (2013). Gender rationales in selecting a major in information technology at the undergraduate level of a university program: A focus group approach. Proceedings of the Information Systems Educators Conference, ISSN: 2167-1435, San Antonio, TX, USA.
   Google Scholar
• National Science Foundation. (2013). Women, minorities, and persons with disabilities in science and engineering: 2007. Arlington, VA: Author.
   Google Scholar
• Nelson, L. J., & Cooper, J. (1997). Gender differences in children’s reactions to success and failure with computers. Computers in Human Behavior, 13, 247–267.10.1016/S0747-5632(97)00008-3
   Web of Science ®Google Scholar
• Nye, C. D., Su, R., Rounds, J., & Drasgow, F. (2012). Vocational interests and performance: A quantitative summary of over 60 years of research. Perspectives on Psychological Science, 7, 384–403. doi:10.1177/174569161244902110.1177/1745691612449021
   Web of Science ®Google Scholar
• Ogan, C., Robinson, J. C., Ahuja, M., & Herring, S. C. (2006). Gender differences among students in Computer Science and applied Information Technology. In J. M. Cohoon & W. Aspray (Eds.), Women and information technology (pp. 279–299). Cambridge, MA: MIT Press.10.7551/mitpress/9780262033459.001.0001
   Google Scholar
• Osteen, P., & Bright, C. (2010, January 16). Effect sizes and intervention research. Retrieved June 2, 2014 from http://www.family.umaryland.edu/ryc_research_and_evaluation/publication_product_files/selected_presentations/presentation_files/pdfs/effect%20size%20and%20intervention%20research.pdf
   Google Scholar
• Packard, B. W.-L., Gagnon, J. L., LaBelle, O., Jeffers, K., & Lynn, E. (2011). Women’s experiences in the stem community college transfer pathway. Journal of Women and Minorities in Science and Engineering, 17, 129–147.10.1615/JWomenMinorScienEng.v17.i2
   Google Scholar
• Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338.10.1037/a0014996
   PubMed Web of Science ®Google Scholar
• Radford, J., & Holdstock, L. (1995). Gender differences in higher education aims between computing and psychology students. Research in Science & Technological Education, 13, 163–176.
   Google Scholar
• Roach, D. (2011). Gender within the IT major – A retrospective study of factors that lead students to select an IT major. International Journal of Business Information Systems, 7, 149–165.10.1504/IJBIS.2011.038509
   Google Scholar
• Rommes, E., Overbeek, G., Scholte, R., Engels, R., & de Kemp, R. (2007). “I’m not interested in computers”: Gender-based occupational choices of adolescents. Information, Communication, & Society, 10, 299–319.
   Google Scholar
• Sáinz, M., & Eccles, J. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80, 486–499. doi:10.1016/j.jvb.2011.08.00510.1016/j.jvb.2011.08.005
   Web of Science ®Google Scholar
• Salminen-Karlsson, M. (2009). Women who learn computing like men: Different gender positions on basic computer courses in adult education. Journal of Vocational Education and Training, 61, 151–168.10.1080/13636820902933254
   Google Scholar
• Sax, L. J., Astin, A. W., Lindholm, J. A., Korn, W. S., Saenz, V. B., & Mahoney, K. M. (2003). The American freshman: National norms for fall 2003. Los Angeles, CA: Higher Education Research Institute.
   Google Scholar
• Schmidt, F. (2011). A theory of sex differences in technical aptitude and some supporting evidence. Perspectives on Psychological Science, 6, 560–573.10.1177/1745691611419670
   Web of Science ®Google Scholar
• Schmidt, F. L., Shaffer, J. A., & Oh, I.-S. (2008). Increased accuracy for range restriction corrections: Implications for the role of personality and general mental ability in job and training performance. Personnel Psychology, 61, 827–868.10.1111/peps.2008.61.issue-4
   Web of Science ®Google Scholar
• Schulte, C., & Knobelsdorf, M. (2007). Attitudes towards computer science-computing experiences as a starting point and barrier to computer science. ICER, 27–38.10.1145/1288580
   Google Scholar
• Seymour, E., & Hewitt, N. M. (1994). Talking about leaving: Factors contributing to high attrition rates among science, mathematics, and engineering undergraduate majors. Boulder: University of Colorado.
   Google Scholar
• Siek, K. A., Connelly, K., Stephano, A., Menzel, S., Bauer, J., & Plale, B. (2006). Breaking the geek myth. Learning and Leading with Technology, 33, 19–24.
   Google Scholar
• Simpkins, S. D., & Davis-Kean, P. E. (2005). The intersection between self-concepts and values: Links between beliefs and choices in high school. In E. J. Jacobs & S. D. Simpkins (Eds.), Leaks in the pipeline to math, science, and technology careers (pp. 31–47). San Francisco: Jossey-Bass.
   Google Scholar
• Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70–83.10.1037/0012-1649.42.1.70
   PubMed Web of Science ®Google Scholar
• Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255–270. doi:10.1037/a002138510.1037/a0021385
   PubMed Web of Science ®Google Scholar
• Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135, 859–884. doi:10.1037/a001736410.1037/a0017364
   PubMed Web of Science ®Google Scholar
• Syzmanowicz, A., & Furnham, A. (2011). Gender differences in self-estimates of general, mathematical, spatial and verbal intelligence: Four meta analyses. Learning and Individual Differences, 21, 493–504.10.1016/j.lindif.2011.07.001
   Web of Science ®Google Scholar
• Tam, M.-Y. S., & Bassett, G. W., Jr (2006). The gender gap in Information Technology. In J. M. Bystydzienski & S. R. Bird (Eds.), Removing barriers: Women in academic science, technology, engineering, and mathematics (pp. 119–133). Bloomington, IN: Indiana University Press.
   Google Scholar
• Valian, V. (2014). Interests, gender, and science. Perspectives on Psychological Science, 9, 225–230. doi:10.1177/174569161351910910.1177/1745691613519109
   Web of Science ®Google Scholar
• Varma, R. (2009). Gender differences in factors influencing students towards computing. CS Education, 19, 37–49.
   Google Scholar
• Varma, R. (2011, Spring). Indian women and mathematics for Computer Science. IEEE Technology and Society Magazine, 30, 39–46. doi:10.1109/MTS.2011.940294
   Web of Science ®Google Scholar
• Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140, 1174–1204. doi:10.1037/a003662010.1037/a0036620
   PubMed Web of Science ®Google Scholar
• Wang, M., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304–340. doi:10.1016/j.dr.2013.08.00110.1016/j.dr.2013.08.001
   Web of Science ®Google Scholar
• Watt, H. M. G. (2006). The role of motivation in gendered educational and occupational trajectories related to maths. Educational Research and Evaluation, 12, 305–322.10.1080/13803610600765562
   Google Scholar
• Weinberger, C. J. (2006). Earnings of women with Computer Science or engineering college majors. In E. M. Trauth (Ed.), Encyclopedia of gender and information technology (pp. 224–227). Hershey, PA: Idea Publishing.10.4018/978-1-59140-815-4
   Google Scholar
• Weisgram, E. S., & Bigler, R. S. (2006). Girls and science careers: The role of altruistic values and attitudes about scientific tasks. Journal of Applied Developmental Psychology, 27, 326–348.10.1016/j.appdev.2006.04.004
   Web of Science ®Google Scholar
• Weisgram, E. S., Dinella, L. M., & Fulcher, M. (2011). The role of masculinity/femininity, values, and occupational value affordances in shaping young men’s and women’s occupational choices. Sex Roles, 65, 243–258. doi:10.1007/s11199-011-9998-010.1007/s11199-011-9998-0
   Web of Science ®Google Scholar
• Whitten, B., Dorato, S., Duncombe, M., Allen, P., Blaha, C., Butler, H., … Williams, B. (2007). What works for women in undergraduate physics and what we can learn from women’s colleges. Journal of Women and Minorities in Science and Engineering, 13, 37–76.10.1615/JWomenMinorScienEng.v13.i1
   Google Scholar
• Woszczynski, A. B., & Shade, S. (2010). A call to is educators to respond to the voices of women in information security. Journal of Information Systems Education, 21, 223–231.
   Google Scholar
• Yasuhara, K. (2008). Viewpoints from the doorstep: Pre-major interest in and perceptions of computer science. Dissertation submitted to the University of Washington.
   Google Scholar
• Young, B. J. (2000). Gender differences in student attitudes toward computers. Journal of Research on Computing in Education, 33, 204–216.
   Google Scholar
• Zahn-Waxler, C. (2000). The development of empathy, guilt, and internalization of distress: Implications for gender differences in internalizing and externalizing problems. In R. Davidson (Ed.), Wisconsin symposium on emotion: Vol. 1. Anxiety, depression, and emotion (pp. 222–265). Oxford: Oxford University Press.
   Google Scholar
• Zarrett, N. R., Malanchuk, O., Davis-Kean, P. E., & Eccles, J. (2006). Examining the gender gap in IT by race: Young adults’ decisions to pursue an IT career. In J. M. Cohoon & W. Aspray (Eds.), Women and information technology (pp. 55–88). Cambridge, MA: MIT Press.10.7551/mitpress/9780262033459.001.0001
   Google Scholar
• Zhang, W. (2007). Why IS: Understanding undergraduate students’ intentions to choose an information systems major. Journal of Information Systems Education, 18, 447–458.
   Google Scholar
• Ziegler, A., Dresel, M., & Schober, B. (2000). Prädiktoren des Selbstvertrauens von Mädchen und Jungen vor dem erstmaligen Chemieunterricht am Gymnasium [Predictors of girls' and boys' self-confidence before the first Chemistry lessons at a college preparatory school]. Psychologie in Erziehung und Unterricht, 47, 66–75.
   Google Scholar