Everyone knows that women are much less interested in computer science (CS) than men. Enrollment statistics in computer science programs reveal far fewer women than men. Much ink has been spilled in explaining this gender gap.
Yet, Carnegie Mellon's experience suggests that this conventional wisdom is flat wrong.
Gender differences in computer science dissolve—that is, the spectrum of interests, motivation, and personality types of men and of women becomes more alike than different—as the computing education environment becomes more balanced. This finding is emerging from studies of the evolving culture of computing at Carnegie Mellon.
Our CS admissions criteria changed in the late 1990s. We no longer require prior programming experience (while we retained high standards in mathematics and science), and more weight is given to broader interests. Outreach to high school teachers brought in more female applicants to our undergraduate program. As a result, about a third of our CS undergraduates are women—one of the highest ratios of women to men anywhere.
To meet the needs of students with varying backgrounds, multiple entry routes were created for first-year programming. Students were also introduced to the faculty's diverse research interests. In 1999, Women@SCS was established to support a broader range of professional experiences for women.
Throughout this period, students were interviewed to assess attitudes and progress. Before the impact of the new admissions criteria was felt, interviewers found men more focused on programming and women more on the uses of computers.
Yet for the classes of 2002 and 2004, a much less gender-defined picture emerges: we found men and women who enjoy programming and the "geekier" aspects of computer science, and we found men and women who didn't.
When students were asked to define computer science, the most common theme to emerge for both genders was that computer science meant a "way of thinking." As one woman in the 2004 class put it, "I look at computer science as a sort of logic-based way to solve problems."
The root cause of gender under-representation as well as the diminishing interest in computer science on the part of all students is the misconception that computer science equals programming, a view dominating most high school CS courses. High school courses that show the intellectual breadth and depth of computer science would attract more bright young people, male and female.
Few of the great pioneers in computing were "hackers." Most were motivated by their interest in logic, intelligence, or problem-solving. As computing becomes more ubiquitous, women and men with a deeper perspective are critical for the field and will drive its future. Carnegie Mellon's experience is proof that young people of both genders are eager for an education that asks them to rise to the real challenges of the field.
We are also working to get this message out. Women@SCS students have designed lively outreach road shows for middle and high school students that demonstrate the diversity of computer science. We are offering a summer workshop for high school CS teachers with curriculum plans that show the broad and ubiquitous nature of computer science today.
About the authors:
Lenore Blum is Distinguished Career Professor of Computer Science, faculty advisor to Women@SCS and co-director of the NSF-funded ALADDIN Center. She won the 2004 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring for her work promoting women in math and scientific fields for over 30 years. Carol Frieze is Women@SCS director and, along with Blum, co-director of the Sloan-funded Women@IT program.
Related Links:
School of Computer Science
Women@SCS
Summer Workshop for High School Teachers
