Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-lrblm Total loading time: 0 Render date: 2025-01-15T14:42:53.170Z Has data issue: false hasContentIssue false

Conclusion

Published online by Cambridge University Press:  10 October 2019

Edited by
Carol Frieze  and
Jeria L. Quesenberry
Carol Frieze
Affiliation:
Carnegie Mellon University, Pennsylvania
Jeria L. Quesenberry
Affiliation:
Carnegie Mellon University, Pennsylvania
Get access

Summary

As we close this collection of many perspectives from multiple cultures and countries we hope to have shown that women’s participation in computing is largely determined by cultural factors. We hope this book has provided a convincing argument that alternative ways of thinking about, and acting on, gender and computing issues could benefit both the field and the people in it. We have argued for the examination of variables outside a gender dichotomy as possible sources of differences in women’s participation in computing. In particular, we have suggested and illustrated that a cultural approach, an approach that pays close attention to culture and environment, focuses on the many factors that can allow for, or hinder, women’s participation.

Type
Chapter
Information
Cracking the Digital Ceiling
Women in Computing around the World
 , pp. 324 - 336
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abu-Lail, N., Phang, F., Ater Kranov, A., Mohd-Yusof, K., Olsen, R. G., Williams, R., and Zainal Abidin, A. (2012). Persistent Gender Inequity in U.S. Undergraduate Engineering: Looking to Jordan and Malaysia for Factors to Their Success in Achieving Gender Parity. In Proceedings of the American Society of Engineering Education Annual Conference, 1–34.Google Scholar
Adams, J., Vimala, B., and Baichoo, S. (2003). An Expanding Pipeline: Gender in Mauritius. In Proceedings of the 34th ACM SIGCSE Technical Symposium on Computer Science Education, 59–63.Google Scholar
Alghamdi, F. (2016). Women in Computing in Saudi Arabia. In Proceedings of the 3rd ACM-W Europe Celebration of Women in Computing. Retrieved from https://uu.diva-portal.org/smash/get/diva2:971716/FULLTEXT01.pdf.Google Scholar
Azoulay, A., and Mlambo-Ngcuka, P. (2018). Joint-Message from Audrey Azoulay, Director-General of UNESCO, and Ms Phumzile Mlambo-Ngcuka, Executive Director of UN Women, on the Occasion of the International Day for Women and Girls in Science. United Nations Educational, Scientific and Cultural Organization (UNESCO), February 11. Retrieved from https://en.unesco.org/commemorations/womenandgirlinscienceday.Google Scholar
Bian, L., Leslie, S., and Cimpian, A. (2017). Gender Stereotypes about Intellectual Ability Emerge Early and Influence Children’s Interests. Science, 355, 389–391.Google Scholar
Charles, M., and Bradley, K. (2006). A Matter of Degrees: Female Underrepresentation in Computer Science Programs Cross-Nationally. In Cohoon, J. M. and Aspray, W. (eds.), Women and Information Technology. Cambridge, MA: MIT Press, 183–203.Google Scholar
Cheryan, S., Plaut, V. C., Davies, P. G., and Steele, C. M. (2009). Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science. Journal of Personality and Social Psychology, 97(6), 1045–1060.Google Scholar
Devine, P. G., Forscher, P. S., Austin, A. J., and Cox, W. T. (2013). Long-Term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention. Journal of Experimental Social Psychology, 48(6), 1267–1278.CrossRefGoogle Scholar
Diekman, A. B, Eagly, A. H., Mlandinic, A., and Ferreira, M. C. (2005). Dynamic Stereotypes about Women and Men in Latin America and the United States. Journal of Cross-Cultural Psychology, 36(2), 209–226.CrossRefGoogle Scholar
Eliot, L. (2009). Pink Brain, Blue Brain: How Small Differences Grow into Troublesome Gaps – And What We Can Do about It. New York: Houghton Mifflin Harcourt.Google Scholar
Ferrante, M. B. (2018). Three Ways to Ask for a Flexible Work Schedule. Forbes, October 20. Retrieved from www.forbes.com/sites/marybethferrante/2018/10/20/3-ways-to-ask-for-a-flexible-work-schedule/1#656c5e391246.Google Scholar
Fine, C. (2010). Delusions of Gender: How Our Minds, Society, and Neurosexism Create Differences. New York: W. W. Norton.Google Scholar
Guy, S. (2018). Flexible Work Arrangements: A Growing Trend for Engineers. SWE Magazine, May 7. Retrieved from https://alltogether.swe.org/2018/05/flexible-work-arrangements-a-growing-trend-for-engineers/.Google Scholar
Jordon-Young, R. M. (2011). Brain Storm: The Flaws in the Science of Sex Differences. Cambridge, MA: Harvard University Press.Google Scholar
Mastroianni, A., and McCoy, D. (2018). Countries with Less Gender Equity Have More Women in STEM – Huh? Scientific American, Voices, May 17. Retrieved from https://blogs.scientificamerican.com/voices/countries-with-less-gender-equity-have-more-women-in-stem-huh/.Google Scholar
Pal, J. (2010). Of Mouse and Men: Computers and Geeks as Cinematic Icons in the Age of ICTD. In Proceedings of the 2010 iConference, 179–187.Google Scholar
Quesenberry, J. L., and Trauth, E. M. (2008). Revisiting Career Path Assumptions: The Case of Women in the IT Workforce? International Conference on Information Systems (ICIS), Paris, Paper 150.Google Scholar
Reges, S. (2018). Why Women Don’t Code. Quillette, June 19. Retreived from https://quillette.com/2018/06/19/why-women-dont-code/.Google Scholar
Sanchez, A., and Singh, A. (2016). Accessing Higher Education in Developing Countries: Panel Data Analysis from India, Peru, and Vietnam. Young Lives, Working Paper 150, May. Retrieved from https://europa.eu/capacity4dev/file/31987/download?token=ztUbIV7A.Google Scholar
Schnall, M. (2014). Celebrating Gloria Steinem’s 80th Birthday. Huffpost, May 24. Retrieved from www.huffingtonpost.com/marianne-schnall/gloria-steinems-80th-birthday_b_5009045.html.Google Scholar
Thébaud, S., and Charles, M. (2018). Segregation, Stereotypes, and STEM. Social Sciences, 7(7), 111.Google Scholar
World Economic Forum (2016). The Global Gender Gap Report 2017. Retrieved from www.weforum.org/reports/the-global-gender-gap-report-2017.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Conclusion
  • Edited by Carol Frieze, Carnegie Mellon University, Pennsylvania, Jeria L. Quesenberry, Carnegie Mellon University, Pennsylvania
  • Book: Cracking the Digital Ceiling
  • Online publication: 10 October 2019
  • Chapter DOI: https://doi.org/10.1017/9781108609081.020
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Conclusion
  • Edited by Carol Frieze, Carnegie Mellon University, Pennsylvania, Jeria L. Quesenberry, Carnegie Mellon University, Pennsylvania
  • Book: Cracking the Digital Ceiling
  • Online publication: 10 October 2019
  • Chapter DOI: https://doi.org/10.1017/9781108609081.020
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Conclusion
  • Edited by Carol Frieze, Carnegie Mellon University, Pennsylvania, Jeria L. Quesenberry, Carnegie Mellon University, Pennsylvania
  • Book: Cracking the Digital Ceiling
  • Online publication: 10 October 2019
  • Chapter DOI: https://doi.org/10.1017/9781108609081.020
Available formats
×