Comparing Gender Differences in Computer Science and Management Information Systems Majors

Introduction Goal of the Research Numerous researchers have indicated that a particular piece of misinformation, the perception of Information Technology (IT) professionals as being geeks and loners, may be one of many explanations for the under-representation of women in Information Technology. In particular, Jepson and Perl (2002) identified a nerdy image of IT people as one of six reasons that girls do not choose IT careers. Hazzan and Levy (2006) identified a geeky and loner image as one of three factors discouraging women from IT careers, positing that women are more likely to be interested in careers involving more interaction with people. Margolis and Fisher (2002) suggested that women are more likely to be affected by the geek stereotype than men are, and thus, when women do not experience an intense obsession with computers, they are more likely to contemplate whether they really belong in the IT field. Eglash (2002) described the geek identity as not only a gender but also a race concern that acts as a gatekeeper and paradox in the participation of science and technology as it potentially hinders diversity. The purpose of this research was to determine if girls in the United States, ages sixteen through eighteen, at the age when they are making university and career choices, do indeed view IT professionals in this negative way. Significance of the Issue The geek/loner issue is important for multiple reasons. The predicted growth of IT jobs in the United States (Hecker, 2005), the shortage of IT professionals (McGee, 2005), and the under-representation of women in the IT field have raised serious concern regarding the US technology workforce in the 21st century (Camp, 1997; Grant, Knight, & Steinbach, 2006; Holzer, 2006; Lazowska, 2002; Sanders, 2005). According to the employment outlook for 2004-2014 by the Bureau of Labor and Statistics (Hecker, 2005), and mathematical science occupations are projected to increase 30.7 percent, an additional 967,000 jobs. Of the 30 fastest-growing occupations during this time, six are in computer-related disciplines: network systems and communications analysts, application software engineers, systems software engineers, network and systems administrators, database administrators, and systems analysts. A 2005 study by the Society for Information Management (cited in McGee, 2005) lists critical shortages in IT project management and business domain experts for 2005-2008. McGee (2005) cites two reasons for the shortage of IT professionals. A 10 percent decline from 10 or 15 years ago in the number of students majoring in technology-related degrees has been estimated. Some universities report upwards of a 50 percent decrease in enrollment in these degrees. As baby-boomer professionals begin retiring, an expertise shortage will exacerbate the situation. There has been an 18.5 percent decline in the percentage of women in the IT workforce since 1996 (Information Technology Association of America, 2005). Women composed 32.4 percent of the total IT workforce in 2004. A third of these women are in administrative occupations such as data entry keyer and computer operator. If these administrative occupations are removed from the calculations, women IT professionals and managers fall to 24.9 percent, virtually the same percentage as in 2002. Over the past two decades, the number of young women in the US pursuing careers in Computer and Information Sciences (CIS) has significantly decreased. The National Center of Educational Statistics (2005) reported that in 1984, 32,439 undergraduate students received bachelor's degrees in CIS. Men represented 20,416 of the total (63 percent), while women were 12,023 (37 percent). However, in 2004, 59,488 students received their bachelor's degrees in CIS of which 44,585 (75 percent) were men and 14,903 (25 percent) were women. Thus, the percentage of CIS majors who are female has dropped from 37 percent in 1984 to just 25 percent in 2004. …

Previous research in STEM education demonstrates that students are engaged in a process of identity trying to integrate their educational experiences with their perception of who they are, and who they wish to become. It appears increasingly apparent from this body of research that students are not well supported in this process by the education they currently receive. The goal of this paper is to analyse a specific aspect of the student experience, participation, in order to gain a better understanding of how computer science (CS) and information technology (IT) students engage with CS prior to and during their studies. Drawing on student interview data we describe and discuss students' qualitatively different ways of experiencing participation in CS and IT. The notion of participation applied here is inspired by Wenger's notion of participation in his social theory of learning. A phenomenographic analysis identifies a spectrum of qualitatively distinct ways in which the students experience participation in CS and IT, ranging from using, to participation as continuous development, and creating new knowledge.

About Our Authors

Research Full Paper - Computer Science majors lack gender diversity in Brasília, Brazil. Women are an underrepresented minority group in these majors. At the University of Brasilia, one of the top ten universities in Brazil, female undergraduate students account for less than 15% of the students in the Department of Computer Science. In an effort to understand the lack of interest in Computer Science majors among women, this paper addresses the following research questions: 1)Are female students in high school aware that Computer Science majors are predominantly male? 2)Are families of girls from Brasília supportive of their enrolment in Computer Science majors? 3)Do girls from Brasília think that Computer Science majors need a lot of Math? 4)Do female students in high school think that it is difficult to get a job in the field of Computing, with a good salary, and sufficient leisure time? and 5)Which factors influence a female student's choice of a Computer Science major? We devised a questionnaire and applied it to female students in middle and high school on two occasions, in October 2011 (1391 responses) and in July 2019 (429 responses). This paper presents the analysis of the data from the responses, which indicates that the girls' perceptions of Computing have not changed in those years.

In 2004 Northern Kentucky University began offering a Bachelor of Science degree in Computer Information Technology. As these new majors began to enroll alongside Computer Science majors in the required and standard Computer Science 1 (CS 1) course, the context of CS 1 shifted. Accordingly, we made curriculum changes to adapt the introductory programming sequence to this new context. These changes included: creating a “CS 0.5” preparatory programming course taught in a variety of languages; allowing the scheduled laboratory component of CS 1 to be optional; and lowering the mathematics prerequisite for CS 1 from Pre-Calculus to College Algebra. We have studied the impact of these changes on student success. Because many Computer Science Departments in the U.S. began offering Information Technology degrees since 2000, in part to offset the downturn in CS enrollment, our results may be of broader interest. We found that gender, major, the programming language used in CS 0.5 and student attitudes toward technology (as revealed by surveys) did not affect student success in CS 1. Factors that were positively correlated with CS 1 success included mathematics ACT score, completing CS 0.5, and enrolling in the optional CS 1 laboratory section.

At the University of Tennessee at Martin (UTM), freshman computer science majors were being successful in their first quarter in computer science, but many majors were not completing the year sequence (Programming Concepts and Problem Solving I, II, and III). This study describes a freshman studies program that helps increase student retention in the first computer science course.Two populations were used in this study. The first population (Group A) consisted of 25 freshman computer science majors (16 men and 9 women) enrolled Fall Quarter 85 in freshman orientation General Studies GS1000 for one quarter hour credit. The second population (Group B) consisted of 17 freshman computer science majors (12 men and 5 women) enrolled the Fall Quarter 86 in freshman orientation General Studies GS1001 for two quarter hours credit. Both groups were placed in the first course in computer science using the cutting scores ACT English > 17 or 0.78 (ACT English) + 0.49 (UTM Math Placement) > 33. Both Groups A and B had an average ACT English score of 20 and an average UTM Math Placement score of 55. Each quarter during the freshman year, the computer science major enrolls in calculus (4 hrs.), Programming Concepts and Problem Solving (3 hrs.), a laboratory science (4 hrs.), English (3 hrs.), and a humanities course (3 hrs.).Group A was offered a freshman orientation program that involved a pass/fail one quarter hour credit GS1000 which met one hour each day during freshman studies week. Each section consisted of twenty-five heterogeneously grouped students. The course content was review of study skills. Group B was offered a freshman orientation program that involved a pass/fail two quarter hour credit GS1001 which met one hour each day during freshman studies week, plus one hour each week during the first quarter. Each section consisted of only students of a particular major (computer science) and was taught by a faculty member of that department. The topics of this course consisted of a review of study skills, discussions of student problems, special academic speakers, field trips to professional sites, cultural events, meetings with deans and department heads, and a follow-up on study skills. In the meeting before the final exam week, the faculty member dealt specifically with suggestions on preparing for finals.Groups A and B were enrolled in the same first computer science sequence (Programming Concepts and Problem Solving I, II, and III) their freshman year. Both groups had the same instructors, text (Introduction to Computing and Computer Science with Pascal by H. Walker), and course syllabus for this sequence. Both groups carried the same academic course load their freshman year. However, in Group A only 20% (5 out of 25) of the students completed the first computer science sequence with a grade of C or better, while in Group B 41% (7 out of 17) completed the same sequence with a grade of C or better. Student retention is achieved through the students' integration into the academic and social systems of the college by two factors: (1) faculty-student interaction and (2) peer-group interaction. Although the population of this study was small, I believe GS1001 provides one way of increasing student retention in computer science.

Women are largely underrepresented in the Information Technology (IT) workforce. Our research examines the factors related to the work environment that may contribute to the high turnover of women in the IT workforce. There is substantial research providing support for the relationship between job and organizational factors, on one hand, and quality of working life (QWL) (e.g., low job satisfaction and high job strain), on the other hand. In this paper, we conduct secondary data analysis of questionnaire survey collected from a sample of 1,278 employees of a single organization. We examine the impact of gender and job type (i.e. IT job versus non-IT job) on various indicators of quality of working life, as well as on the relationship between job and organizational factors (i.e. feedback, autonomy, skill variety, task significance, task identity and work pressure) and QWL. Results show that IT workers reported higher job satisfaction and lower job strain than non-IT workers. Gender had no impact on QWL. Feedback and autonomy were consistently related to job satisfaction, and work pressure was consistently related to job strain, irrespective of gender and type of job. On the other hand, women IT workers' job satisfaction was affected by work pressure, and women IT workers' job strain was affected by task significance. Women IT workers' job strain was not affected by autonomy, whereas job strain experienced by non-IT workers was affected by autonomy.

The buildings in which people work, live, and spend their leisure time are increasingly embedded with sophisticated information technology (IT). This article describes the approach of Metropolitan Community College (MCC) in Omaha, Nebraska of the United States to provide an occupational context to some of their IT coursework by organizing IT instruction around the context of building automation systems (BAS). This contextualization allows IT students not only to study IT as a standalone discipline but also to study its integrated use within a specific occupational context. The article also describes MCC’s focused curriculum design efforts funded by the National Science Foundation’s Advanced Technological Education program. These efforts toward BAS-contextualization of the IT curriculum have become a catalyst for systematic contextualization of IT instruction at MCC and support the institution’s broader efforts to become a national model in IT instruction and interdisciplinary engagement within the United States. The research-based approach, activities, and outcomes of this project are all described here, as well as the lessons learned by one community college seeking to make their IT program increasingly relevant to their students and the IT workforce of today.

One of the most important factors that increase student's preoccupation towards entrepreneurship is the way they are inspired by university studies to take action in this direction. This exploratory research aims at determining how student's previous experience in using educational platforms helps them when deciding to become an entrepreneur. The authors analyze how able are students and graduates of University Politehnica of Bucharest to recognize business opportunities, what their motivations would be in starting their own company and also if they feel the university environment and educational program supports them. Based on students' perception of how the university environment with the curriculum design, teaching methods, and other facilities the authors want to find ways in order to improve the entrepreneurial preoccupation towards students. For this exploratory study, the authors used mixed method research, and the data was collected through a structured questionnaire. The authors gathered data from students and graduates of three faculties in University Politehnica of Bucharest in order to see the differences that come from the curricula, with majors in Computer Science, Engineering, and Entrepreneurship. Data were interpreted using SPSS Modeller and the results validated. The recommendations the authors make are useful both for the academia but also for the business development in Romania because of the investigation of what students need in order to start their own business in terms of education and support within the universities. One major result was that even if students from faculties where innovation is highly supported like Information Technology/ Computer Science have many ideas and would like to start a business, they are not doing so because they lack entrepreneurial education. On the other hand, students from faculties with several economic disciplines would like to start a business but are not supported and educated enough to come up with innovative products. In conclusion, the paper presents solutions for both situations in order to increase students’ entrepreneurial preoccupation.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsBradley K. JensenJon is President and CEO of Technisource Management Services, Inc. He was a co-founder of Impact Innovations Group which merged with Technisource in November 2005. He has managed multiple IT departments and led IT turnarounds for clients between $50M and $1B in revenue and focuses on helping clients improve their return on technology investments.Bradley K. Jensen received his Ph.D. in Business Computer Information Systems from the University of North Texas (UNT), with majors in Business Computer Information Systems and Computer Science. He is an Assistant Professor in Information Technology and Decision Sciences and Assistant Director of the Information Systems Research Center at UNT, and is also President of JMC Consulting Services, an executive management consulting firm which provides strategic and tactical IT consulting services. His research interests include privacy and security, networking, human factors, e-commerce, and document management. Dr. Jensen has been an executive and consultant with more than 20 years of sales, marketing, and IT experience with several Fortune 100 companies.

There has been much debate in the past few years about the appropriate mathematics requirements for an undergraduate computer science major. The discussion has focused primarily on two issues: (1) the underlying mathematical content of computer science courses and (2) the content of mathematics courses which would serve as appropriate cognate requirements for computer science major programs. While this discussion has been helpful, it has been too narrowly focused--it has not started from an understanding of the relationship between the disciplines of mathematics and computer science, but rather has sought to identify mathematical prerequisites that computer science majors need in order to take existing computer science courses. This paper is a small step in seeking to apply an understanding of the relationship between the disciplines of mathematics and computer science to the undergraduate computer science curriculum.

There are rare opportunities when solving an easily-understood problem can bring together application of skills taught in diverse courses in a Computer Science (CS) or Management Information Systems (MIS) program. This paper presents such an opportunity in the typical database management systems course taught at the junior or senior level. Specifically, we describe the case study of solving the classical Hospitals/Residents problem in Microsoft Access. The solution, based on classical Gale-Shapely algorithm for the Stable Marriage problem, offers pedagogical opportunities in data modeling, algorithm and data structure considerations for program development, Visual Basic for Applications (VBA) and embedded SQL (Structured Query Language) programming, and empirical analysis of running time complexity of algorithms that work remarkably well in teaching students the value of each tool in the toolset they take away from required courses as a part of their undergraduate education in CS or MIS.

Recruiting information technology (IT) talent remains a pressing issue for employers. Organizations therefore work on enhancing and highlighting their attractiveness. Drawing on the theory of attractive quality, the Kano model, we empirically investigate attributes that specifically attract IT talents in a recruiting context. Based on 30 interviews and a survey of 301 IT professionals and IT students, we identify and evaluate 24 attractiveness attributes that are further classified according to the nature of their role in attracting IT talent. The attribute identification and evaluation involve several steps including categorization, significance, and verification testing. Our research introduces Kano analysis as a useful tool to elicit nontrivial preference portfolios relevant to the IT job market. The empirical results add to the IT workforce literature and offer a concrete classification of what attributes employers should or even need to provide to recruit these scarce talents. The analysis also discloses differences in the survey participants' work experience and gender. Organizations can use the method to develop more effective candidate communication and reveal weak spots in their employer branding efforts.

Research on the declining numbers of women in the Information Technology (IT) workforce focuses on ‘filling the pipeline’ by attracting women into IT disciplines at colleges and universities. This research looks at the other end of the pipeline, examining both barriers and support structures that have helped women persist in their IT careers. The chapter draws from extended interviews with 38 women who have been successful in planning their careers and navigating a male-dominated industry. It focuses on what women cited as barriers and as areas of support, in response to open-ended questions about their careers and career paths. The interviewees, drawn from nine industry sectors, represented a wide breadth and depth of experience. Half were at the professional level, and half at the managerial or executive level in organizations that varied from single-person consulting firms to large institutions.

Women are largely underrepresented in the Information Technology (IT) workforce. Our study examines the factors related to the work environment that may contribute to the high turnover of women in the IT workforce. The literature links Quality of Working Life (QWL) to turnover intention, and turnover intention to turnover. In this study, we conducted secondary data analysis of questionnaire data collected from a sample of 1,110 employees of a single organization. We examined the impact of gender and job type (i.e. IT job versus non-IT job) on various indicators of QWL, as well as on the relationship between job factors and QWL. The results show that, specifically for women in IT jobs, task identity is highly associated with QWL.