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Most studies of gender and computer science have been conducted (out of necessity) in gender-imbalanced environments. The findings often point to significant gender differences, leading the researchers to recommend strategies to meet these differences. One such recommendation is to adopt a female-friendly, contextual approach to curriculum development.1 In contrast, based on our recent and ongoing studies of undergraduate computer science (CS) students at Carnegie Mellon University, we hypothesize that in a more balanced environment, gender differences tend to dissolve. That is, the spectrum of interests, motivation, and personality types of men and of women becomes more alike than different. This leads us to be considerably more pragmatic in our recommendations for effective and positive change. Indeed, we believe that recommendations for curricular changes based on presumed gender differences can be misguided and may help reinforce, even perpetuate, stereotypes. Here, we describe some of the changes in the culture of computing as our undergraduate CS environment has become more balanced in three critical domains: gender, the mix of students and breadth of their interests, and the professional experiences afforded all students. Brief Background for the Evolving Culture In 1995, just 7percent (7 out of 96) of the entering freshmen CS majors at Carnegie Mellon were women. Since 1999, the percentage has increased nearly fivefold (on average, 45 out of 132), challenging trends across the country.2 Two major factors have contributed to the dramatic increase of women in CS at Carnegie Mellon: an outreach program for high school CS teachers that combined technical training with discussions of gender-gap issues and a broadened admissions policy (emphasizing diverse interests—along with high [End Page 110] achievement in mathematics and science—and de-emphasizing prior programming experience). To meet the needs of students with varying backgrounds, multiple entry routes were built into the first-year programming sequence.3 The subsequent creation of the proactive student organization Women@SCS has been catalytic in building an environment in which the new student body can flourish.4 Women@SCS explicitly provides crucial educational and professional experiences generally taken for granted by the majority in the community but typically unavailable for the minority participants.5 Many of these experiences are casual and often happen in social settings. For example, in an undergraduate CS program, male students often have the opportunity to discuss homework with roommates, with friends late at night, or over meals. Course and job information and recommendations are passed down from upperclassmen, from fraternity files, or from friends. Women students, being in the minority, do not have access to—in fact are often excluded from—these implicit and important advantages. As one proceeds into the professional world, similar phenomena occur. These key actions, and implications for other venues, are discussed further at the end of this paper. Our recent study, based on a set of interviews with seniors in the class of 2002, may be viewed to a limited degree as a follow-up to the intensive longitudinal studies of CS students at Carnegie Mellon carried out by Jane Margolis and Allan Fisher between 1995 and 1999.6 Their studies, funded by the Sloan Foundation and discussed in Unlocking the Clubhouse, were undertaken to help understand differences in male and female students' engagement (attachment, persistence, and detachment) with computer science, with a special focus on the gender imbalance in the field.7 A major goal was to devise and effect changes in recruitment, curriculum, pedagogy, and culture to encourage the broadest possible participation in the computing enterprise. Unlocking the Clubhouse paints a bleak picture for women in the undergraduate computer science program in the 1990s, one that still resonates with many CS programs across the nation. Margolis and Fisher note that for the most part, "women who were enthusiastic about computing find their confidence and interest extinguished in the college years."8 Consequently, many of the (few) women students who entered the...
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