The Effect of the Internet on Women in Science and Engineering

1
The Effect of the Internet on Women in Science
and Engineering

• My interest in this topic
• Superior female participation in my on-line class
  forums
• Higher grade averages for females than for males
  in on-line courses
• Papers that I had collected on the topic
• Internet as impacting on negative factors in
  female education
• Can I get others involved?

2
The Issue

• The representation of women in the field of
  computer science is low
• Several factors have been proposed as
  discouraging female participation
• Internet mechanisms may mitigate these specific
  factors
• Distance learning, in particular, may be a
  positive factor for women (and minority groups)
  in computer science education
• Yet representation in mathematics, medicine, and
  science has improved regardless of those factors

3
Taulbee Surveys
4
Taulbee Surveys

• 1983-1985 36 of CS bachelors degrees awarded to
  women
• 2000-2001 20 of CS bachelors degrees awarded to
  women

5
Current Estimates

• In CS, parity with males will not be reached
  until 2087-2088 using current trends
• In science and engineering in general, women
  should reach parity in earned doctorates by
  2007-2008
• Computing Research News May 2002

6
Discouragement versus the Internet

• Cultural bias
• Education is for males since they are the family
  support
• Immigrant cultures are sometimes biased
• And yet, this bias is true for other sciences
  where women have mainly overcome it

• The Internet can help
• The Internet exposes families and students to a
  wider cultural view
• Females now total more than 50 of Internet users
• Web sites advertising opportunities and women in
  the field can target parents and girls

7
Discouragement / The Internet

• Sexual harassment
• Gender disparagement
• And yet, women have dealt with these in other
  sciences

• Gender can be hidden on the Internet
• Harassment and gender disparagement are less
  likely because of software (paper) trail that
  will be left

8
Discouragement / The Internet

• Lack of role models
• And yet, women have dealt with this in other
  sciences

• The Internet provides a large geographic area
  from which to obtain role models
• MentorNet and other virtual communities provide
  role models and helping hands

9
Different communication styles / The Internet

• Males are generally more aggressive in their
  speech
• Males appear to be more self confident
• Females appear to be more differential in their
  speech
• And yet, women have dealt with this in other
  sciences

• Female writing skills are typically better
• Participating off-line (not real time) lets women
  check their work and thus have more confidence in
  their entries
• On-line courses can guarantee turns in
  communications
• We require forum entries

10
Time and safety concerns

• Females still do the bulk of care-giving
• Travel during late evening studies and work is
  more dangerous for women
• And yet, women have dealt with this in other
  sciences

• Much Internet work can be completed as time is
  available
• No geographic limitations
• No travel is required on the Internet

11
Discrimination versus the Internet

• Studies at MIT, for example, show that women are
  not awarded equal salaries, space, honors,
  resources as men
• Although women have not surmounted discrimination
  in sciences and business, that has not prevented
  their strong entrance into other fields.

• Internet support groups can provide some
  assistance to women in these struggles

12
Is Computer Science for Women?

• Computers are used as toys by boys but as tools
  by girls
• And yet, in 1983-1985 there was a larger
  percentage and absolute number of women in
  undergraduate CS even though the material was at
  a less abstract level.
• Is mathematics for girls?

• Fisher customize curriculums, aided by Internet
  instructors

13
Is Computer Science For Women?

• Perhaps girls who look for careers consider CS to
  be incompatible with raising a family
• Perhaps CS is not considered rewarding enough
• CS has the reputation of tekkies staying up all
  night
• Many CS jobs do have crazy hours
• Media gives CS a bum rap

• The Internet allows work from home specifically
  appropriate for women with small children
• Contrast working at home for CS to medicine,
  nursing, elementary school teaching
• These opportunities must be publicized

14
Enhance traditional courses using the Internet

• The web is a resource for obtaining material
• Research can be done in available time
• Email is a powerful communication tool
• Women are more willing to ask a question by email
  than in class
• Answers should generally be forwarded to entire
  class
• The Internet is useful for team communication

15
Enhance traditional courses using the Internet

• Class material, such as syllabi, slides, etc. can
  be posted on web sites
• Notes can be easily obtained if classes are
  missed
• Material from educational mailing lists can be
  forwarded to classes as relevant
• If we can get professors in different fields to
  use Internet enhancement, women might get
  interested in the field (back door)

16
On-line courses

• Class material is posted on web sites
• Required forum entries is chief tool of
  communication between teacher and students
• Males are limited in hogging discussion
• Students post entries as time permits
• Useful for care givers
• Students have more time to think over the
  material and their answers

17
On-line courses

• There are few geographic or time restrictions
• It is easier to have multiple faculty members
  teach classes
• In particular, top women faculty can be included
  in part of multiple high level courses
• It is easier to tailor courses to female
  strengths and interests

18
Grade distribution in 15 FDU web courses
19
Distribution by classes
20
The Internet and Multiculturalism

• Factors that favor women generally assist
  minorities
• Virtual support groups
• Geographically diverse teachers
• Written participation rather than oral
• Time factor
• Diverse Internet reference material, perhaps in a
  foreign language
• A web class as a virtual community

21
Areas of necessary research

• Gather on-line course statistics for
• Other on-line programs at FDU
• Other schools
• Traditional classroom programs, to compare with
  on-line programs
• Questionnaires to women about what is
  encouraging/discouraging about on-line courses

22
Areas of necessary research

• Utilize the Internet for dissemination of
  opportunities and advantages of CS for women
• Web pages on women scientists that stress
  advantages of CS work from home, job
  satisfaction, family life
• Advertise internet enhancement tools for
  traditional courses