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-l4dxg Total loading time: 0 Render date: 2025-01-15T11:18:10.821Z Has data issue: false hasContentIssue false

4 - Sociocultural Complexities of Latin American and Caribbean Women in Computing

from Part II - Regional Perspectives

Published online by Cambridge University Press:  10 October 2019

By
Palma Buttles  and
Fred Valdez
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

Latin America and the Caribbean is a vast area reaching two continents, North America and South America, and the islands in and around the Caribbean Sea. This region accounts for 8.6% of the world’s population (UNESCO, 2016). Geographically, Latin America and the Caribbean commences in North America at the United States and Mexico border and terminates in South America at Tierra del Fuego in Chile. The Caribbean includes countries, dependencies, and territories in and around the Caribbean Sea. Latin America and the Caribbean includes thirty-three countries and thirteen dependencies and/or territories. Within Latin America are the geographically recognized larger sub-regions of North America, Central America, and South America. The Caribbean includes nine sub-regions. Within the Caribbean is the Caribbean Community (CARICOM), which is comprised of a grouping of twenty countries, all island states, but does not include all countries within the Caribbean (www.caricom.org).

Type
Chapter
Information
Cracking the Digital Ceiling
Women in Computing around the World
 , pp. 75 - 89
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

Abreu, A. (2011). National Assessments of Gender, Science, Technology and Innovation: Brazil. Prepared for Women in Global Science and Technology and the Organization for Women in Science for the Developing World: Brighton (Canada).Google Scholar
Americas Society/Council of the Americas and Junior Achievers America. (2018). Overcoming the Skills Gap in Latin America: Challenges, Solutions, and Recommendations White Paper. www.as-coa.org/articles/overcoming-skills-gap-latin-america-challenges-solutions-and-recommendations.Google Scholar
Ashcraft, C., Edger, E. K., and Scott, K. A. (2017). Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing. Anthropology & Education Quarterly, 48(3), 233–251.Google Scholar
Avitabile, C. (2017). The Rapid Expansion of Higher Education in the New Century. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group.Google Scholar
Bonder, G. (2015). Nation Assessments in Gender and STI: Argentina Report. Women in Global Science and Technology (WISAT), the Organization for Women in Science for the Developing Worl (OWSD), the Elsevier Foundation, and GenderInSITE (Gender in Science, Innovation, Technology and Engineering. https://genderinsite.net/sites/default/files/Argentina_GE-KS.pdfGoogle Scholar
Carniado, P. M. (2000, October). Gender Issues in the Measurement of Paid and Unpaid Work. Paper presented at the United Nations Expert Group Meeting on Methods for Conducting Time-Use Surveys, New York City, New York. Retrieved April 2002 from www.un.org/Depts/unsd/timeuse/xptgrpmtg.htm.Google Scholar
Chen, L. Y. (2018). Chinese Investor Bet on Latin America for Next Tech Gold Rush. Bloomberg.com. www.bloomberg.com/news/articles/2018-03-04/chinese-startups-export-playbook-to-latin-america-for-new-riches.Google Scholar
Cheryan, S., Master, A., and Meltzoff, A. N. (2015). Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes. Frontiers in Psychology, 6, 49.Google Scholar
Correa, T. (2010). Framing Latinas: Hispanic Women through the Lenses of Spanish-Language and English-Language News Media. Journalism, 11(4), 425–443.CrossRefGoogle Scholar
Costa, G (2018). Latin America Is Primed to Be the Next Global Tech Spot. World Economic Forum, https://techcrunch.com/tag/latin-america/2018/07/23/the-tech-investment-wave-has-reached-latin-america/.Google 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). http://dx.doi.org/ 10.1177/0022022104272902.CrossRefGoogle Scholar
Economic Commission for Latin America and the Caribbean (ECLAC) (2014). The Software and Information Technology Services Industry: An Opportunity for the Economic Autonomy of Women in Latin America. Santiago: United Nations Economic Commission for Latin America and the Caribbean.Google Scholar
Economic Commission for Latin America and the Caribbean (ECLAC) (2018). Economic Survey of Latin America and the Caribbean 2018. Evolution of Investment in Latin America and the Caribbean: Stylized Facts, Determinants and Policy Challenges. Briefing paper.Google Scholar
Englander, K., Yáñez, C., and Xochitl, B. (2012). Doing Science with a Culture of Machismo and Marianismo. Journal of International Women’s Studies, 13(3), 65–68.Google Scholar
Ferreyra, M. (2017). The Demands of Side of the Higher Education Expansion. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978–1-4648–1014-5.CrossRefGoogle Scholar
Ferreyra, M., Avitabile, C., Álvarez, J., Paz, F., Urzúa, S. (2017). At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.Google Scholar
Flores, M., and Melguizo, A. (2018). Latin America Has the Biggest Skills Gap in the World. Here’s How to Bridge It. World Economic Forum, www.weforum.org/agenda/2018/03/latin-america-has-the-biggest-skills-gap-in-the-world-here-s-how-to-bridge-it/.Google Scholar
Fouad, N. A., Chang, Wen-Hsin, Wan, M., and Sing, R. (2017) Women’s Reasons for Leaving the Engineering Field. Frontiers in Psychology, 8, Article 875. http://dx.doi.org/10.3389/fpsyg.2017.00875.Google Scholar
Frieze, C., and Quesenberry, J. L. (2015). Kicking Butt in Computer Science: Women and Computing at Carnegie Mellon University. Indianapolis, IN: Dog Ear Publishing.Google Scholar
Gasparini, L., and Marchionni, M. (2015). Female Labor Force Participation: The Evidence. In Bridging Gender Gaps. Gasparini, and Marchionni, , editors. Center for Distributive and Social Studies.Google Scholar
Gasparini, L., and Marchionni, M. (2017). Declaration in Female Labor Force Participation in Latin America. Economía, 18(1), 197–224.Google Scholar
Global Tech Firms and Investors Are Reshaping Latin America’s Start-Up Environment. Tech Crunch.com, https://techcrunch.com/tag/latin-america/2018/02/27/global-tech-firms-and-investors-are-reshaping-latin-americas-startup-environment/.Google Scholar
Hewlett, S. A., and Luce, C. B. (2005). Off-Ramps and On-Ramps: Keeping Talented Women on the Road to Success. Harvard Business Review, 83, 43–46.Google Scholar
Hewlett, S. A., Luce, C. B., Servon, L. J., Sherbin, L., Shiller, P., Sosnovich, E., et al. (2008). The Athena Factor: Reversing the Brain Drain in Science, Engineering, and Technology (Harvard Business Review Research Report). Boston: Harvard Business Publishing.Google Scholar
Hill, P. W., McQuillan, J., Talbert, E. J., Spiegel, A. N., Gauthier, G. R., and Diamond, J. (2017). Science Possible Selves and Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence. Social Sciences, 6(2), 55.CrossRefGoogle ScholarPubMed
Huyer, S. (2016). Is the Gender Gap Narrowing in Science and Engineering? UNESCO Science Report: Towards 2030, 2nd revised edition. United Nations Educational, Scientific and Cultural Organization.Google Scholar
Lemarchand, G. A. (2016). Chapter 7: Latin America. In UNESCO Science Report: Toward 2030, pp. 174–209. UNESCO Publishing.Google Scholar
Melguizo, A., and Pages-Serra, C. (2017). In Latin America, Companies Still Can’t Find the Skilled Workers They Need. World Economic Forum on Latin America. www.weforum.org/agenda/2017/03/in-latin-america-companies-still-can-t-find-the-skilled-workers-they-need/.Google Scholar
Misa, T. J. (2010). Gender Codes: Why Women Are Leaving Computing. IEEE Computer Society. Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Paz, F. (2017). Equity, Quality, and Variety of Higher Education. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.Google Scholar
Schwalje, W. (2011). The Prevalence and Impact of Skills Gaps on Latin America and the Caribbean. Journal of Globalization, Competitiveness, and Governability, 5(1), 16–30.Google Scholar
Snyder, K. (2014). Why Women Leave Tech: It’s the Culture, Not Because “Math Is Hard.” Fortune.com, http://fortune.com/2014/10/02/women-leave-tech-culture/.Google Scholar
Tandon, N. (2012), A Bright Future in ICT Opportunities for a New Generation of Women. Digital Inclusion, International Telecommunication Union (ITU). www.itu.int/ITU-D/sis/Gender/Documents/ITUBrightFutureforWomeninICT-English.pdf.Google Scholar
UNESCO. (2016). UNESCO Science Report: Toward 2030. UNESCO Publishing.Google Scholar
Urzúa, S. (2017). The Economic Impact of Higher Education. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.Google Scholar
World Economic Forum (WEF) (2016). The Global Gender Gap Report 2016. Insight Report. Switzerland.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.

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.

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.

Available formats
×