A large-scale quantitative study of women in computer science at Stanford University

Katie Redmond · Sarah Evans · Mehran Sahami

57 citations0/0 files storedACM Technical Symposium on Computer Science Education (SIGCSE)

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Career Development and Diversity Teaching and Learning Programming Gender and Technology in Education

Abstract

In this paper, we analyze gender dynamics in the undergraduate Computer Science program at Stanford University through a quantitative analysis of 7209 academic transcripts and 536 survey responses. We examine previously studied effects as well as present new findings. We also introduce Fisher's Noncentral Hypergeometric Distribution as a model for estimating the impact of program changes on underrepresented populations and explain why it is a more robust measure than changes in the percentage of minority participants.

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References

1999Stereotype Threat and Women's Math Performance 2002Unlocking the clubhouse: women in computing 2009Ambient belonging: How stereotypical cues impact gender participation in computer science.1997The incredible shrinking pipeline 2003Gender differences in computer science students 2002An ACM-W literature review on women in computing 2002Recruiting and retaining women in undergraduate computing majors 1991Why are there so few female computer scientists

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2018Retention in Computer Science Undergraduate Programs in the U.S.2021Evidence for Teaching Practices that Broaden Participation for Women in Computing 2017Gender Differences in Students' Behaviors in CS Classes throughout the CS Major 2018Computer science identity and sense of belonging 2021Women’s Sense of Belonging in Computer Science Education: The Need for a Collective Response 2021'It's a Bit Weird, but it's OK'? How Female Computer Science Students Navigate being a Minority

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