2,157
Views
6
CrossRef citations to date
0
Altmetric
Articles

Girls and computer science: experiences, perceptions, and career aspirations

ORCID Icon, &
Pages 100-120 | Received 20 Apr 2017, Accepted 31 Aug 2017, Published online: 18 Sep 2017

References

  • Ahuja, M. K. (2002). Women in the information technology profession: A literature review, synthesis and research agenda. European Journal of Information Systems, 11, 20–34.10.1057/palgrave.ejis.3000417
  • Alba, D. (2017). Computer classes are diversifying! Now, about those jobs. Wired. Retrieved from https://www.wired.com/story/ap-computer-science-2017/
  • Anderson, N., Lankshear, C., Timms, C., & Courteny, L. (2008). ‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects. Computers & Education, 50, 1304–1318.10.1016/j.compedu.2006.12.003
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). ‘Not girly, not sexy, not glamorous’: Primary school girls’ and parents’ constructions of science aspirations. Pedagogy, Culture & Society, 21, 171–194.10.1080/14681366.2012.748676
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Beyer, S., Rynes, K., Perrault, J., Hay, K., & Haller, S. (2003). Gender differences in computer science students. ACM SIGCSE Bulletin, 35, 49–53.10.1145/792548
  • Cady, D., & Terrell, S. (2008). The effect of the interaction of computing technology in a science curriculum on female students’ self-efficacy attitudes. Journal of Educational Technology Systems, 36, 277–286.10.2190/ET.36.3.d
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cukier, W., Shortt, D., & Devine, I. (2002). Gender and information technology: Implications of definitions. ACM SIGCSE Bulletin, 34, 142–148.10.1145/820127
  • Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21–29.
  • DiLisi, G., McMillin, K., & Virostek, M. (2011). Project WISE: Building STEM-focused youth programs that serve the community. Journal of STEM Education, 12, 38–45.
  • Franklin, D., Conrad, P., Boe, B., Nilsen, K., Hill, C., Len, M., … Waite, R. (2013). Assessment of computer science learning in a scratch-based outreach program. Proceeding of the 44th ACM Technical Symposium on Computer Science Education (pp. 371–376). Denver, CO.
  • Friend, M. (2015). Middle school girls’ envisioned future in computing. Computer Science Education, 25, 152–173.10.1080/08993408.2015.1033128
  • Gardiner, B. (2014). Adding coding to the curriculum. The New York Times. Retrieved from https://www.nytimes.com/2014/03/24/world/europe/adding-coding-to-the-curriculum.html?_r=0
  • Gorriz, C. M., & Medina, C. (2000). Engaging girls with computers through software games. Communications of the ACM, 43, 42–49.10.1145/323830.323843
  • Gurer, D., & Camp, T. (2002). An ACM-W literature review on women in computing. ACM SIGCSE Bulletin, 34, 121–127.10.1145/543812
  • Hartman, H., & Hartman, M. (2006). Leaving engineering: Lessons from Rowan University’s College of Engineering. Journal of Engineering Education, 95, 49–61.10.1002/jee.2006.95.issue-1
  • Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35.10.1007/s10212-011-0097-y
  • Hulsey, C., Pence, T., & Hodges, L. F. (2014). Camp cybergirls: Using a virtual world to introduce computing concepts to middle school girls. Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 331–336). Atlanta, GA.
  • Imhof, M., Vollmeyer, R., & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation and performance. Journal of Computers in Human Behavior, 23, 2823–2837.10.1016/j.chb.2006.05.007
  • Kiran, D., & Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21, 619–630.10.1007/s10956-011-9351-y
  • Kyriacou, C., & Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching: International Research and Pedagogy, 26, 117–126.10.1080/02607470050127036
  • Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality and Quantity, 43, 265–275.10.1007/s11135-007-9105-3
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Marghitu, D., Hur, J., Rawajfih, Y., Hall, J., & Stephens, C. (2014). Promoting computer science among girls: An Auburn University pilot program. Paper presented at the annual meeting of Society for Information Technology and Teacher Education, Jacksonville, FL.
  • Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. Cambridge: Massachusetts Institute of Technology Press.
  • Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108, 424–437.10.1037/edu0000061
  • Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
  • Meelissen, M. R. M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24, 969–985.10.1016/j.chb.2007.03.001
  • Moorman, P., & Johnson, E. (2003). Still a stranger here: Attitudes among secondary school students towards computer science. ACM SIGCSE Bulletin, 35, 193–197.10.1145/961290
  • National Science Foundation, & National Center for Science and Engineering Statistics. (2013). Women, minorities, and persons with disabilities in science and engineering: 2013 (Special Report NSF 13–304). Arlington, VA: Authors. Retrieved from https://www.nsf.gov/statistics/wmpd
  • Pajares, F., & Schunk, D. H. (2005). The self and academic motivation: Theory and research after the cognitive revolution. In J. M. Royer (Ed.), The impact of the cognitive revolution on educational psychology (pp. 165–198). Greenwich, CT: Information Age.
  • Papastergiou, M. (2008). Are computer science and information technology still masculine fields? High school students’ perceptions and career choices. Computers & Education, 51, 594–608.10.1016/j.compedu.2007.06.009
  • Scott, A. B., & Mallinckrodt, B. (2005). Parental emotional support, science self-efficacy, and choice of science major in undergraduate women. The Career Development Quarterly, 53, 263–273.10.1002/cdq.2005.53.issue-3
  • Sikora, J., & Pokorek, A. (2011). Gendered career expectations of students: Perspectives from PISA 2006. OECD Education Working Papers (Vol. 57). OECD Publishing.
  • Tillberg, H., & Cohoon, J. M. (2005). Attracting women to the CS major. Frontiers: A Journal of Women Studies, 26, 126–140.
  • VanLeuvan, P. (2004). Young women’s science/mathematics career goals from seventh grade to high school graduation. The Journal of Educational Research, 97, 248–268.10.3200/JOER.97.5.248-268
  • Varma, R., & Hahn, H. (2008). Gender and the pipeline metaphor in computing. European Journal of Engineering Education, 33, 3–11.10.1080/03043790701745936
  • Vekiri, I. (2010). Boys’ and girls’ ICT beliefs: Do teachers matter? Computers & Education, 55, 16–23.10.1016/j.compedu.2009.11.013
  • Vekiri, I. (2013). Information science instruction and changes in girls’ and boy’s expectancy and value beliefs: In search of gender-equitable pedagogical practices. Computers & Education, 64, 104–115.10.1016/j.compedu.2013.01.011
  • Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs and computer use beyond school. Computers & Education, 51, 1392–1404.10.1016/j.compedu.2008.01.003
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.10.1006/ceps.1999.1016

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.