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Gendered experiences of computing graduate programs

Published: 07 March 2007 Publication History

Abstract

This investigation of gendered experiences in computer science and computer engineering (CSE) doctoral programs uses survey data from a nationwide stratified random sample. Analyses of data from 41 departments show that women CSE doctoral students have less confidence than men students that they can achieve their educational goals. Moreover, women's confidence is significantly affected by their comfort asking questions in class, which is in turn affected by faculty beliefs about the relationship between diversity and student quality. Program rank also has a negative effect on confidence, but affects men and women similarly.

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cover image ACM Conferences
SIGCSE '07: Proceedings of the 38th SIGCSE technical symposium on Computer science education
March 2007
634 pages
ISBN:1595933611
DOI:10.1145/1227310
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

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Published: 07 March 2007

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Author Tags

  1. gender diversity
  2. graduate education
  3. retention
  4. women

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Cited By

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  • (2020)Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional PerspectiveProceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education10.1145/3341525.3387360(219-224)Online publication date: 15-Jun-2020
  • (2018)An instrument to assess self-efficacy in introductory algorithms coursesACM Inroads10.1145/31835109:1(56-65)Online publication date: 30-Jan-2018
  • (2018)Extending the nomological network of computational thinking with non-cognitive factorsComputers in Human Behavior10.1016/j.chb.2017.09.03080:C(441-459)Online publication date: 1-Mar-2018
  • (2017)An Instrument to Assess Self-Efficacy in Introductory Algorithms CoursesProceedings of the 2017 ACM Conference on International Computing Education Research10.1145/3105726.3106171(217-225)Online publication date: 14-Aug-2017
  • (2017)Eliminating Gender Bias in Computer Science Education MaterialsProceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education10.1145/3017680.3017794(411-416)Online publication date: 8-Mar-2017
  • (2011)Results from repeated evaluation of an online tutor on introductory Computer ScienceProceedings of the 2011 Frontiers in Education Conference10.1109/FIE.2011.6143098(T2H-1-1-T2H-6)Online publication date: 12-Oct-2011
  • (2009)WISETalesProceedings of the 9th international conference on Computer supported collaborative learning - Volume 210.5555/1599503.1599533(88-90)Online publication date: 8-Jun-2009
  • (2009)Wisetales: Sharing personal stories as informal learning experience for women in science and engineering2009 3rd IEEE International Conference on Digital Ecosystems and Technologies10.1109/DEST.2009.5276724(55-60)Online publication date: Jun-2009
  • (2008)The effect of using problem-solving software tutors on the self-confidence of female studentsACM SIGCSE Bulletin10.1145/1352322.135230940:1(523-527)Online publication date: 12-Mar-2008
  • (2008)Will they stay or will they go?ACM SIGCSE Bulletin10.1145/1352322.135227340:1(397-401)Online publication date: 12-Mar-2008
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