Myers

[WOMEN IN COMPUTING 1

Ashley Myers
Professor Kim Pennessi
Seminar Thinking & Writing

The gender gap in technology is mostly formed by the many stereotypes created

by society with the lack of encouragement for women to join. Despite the many job

opportunities in the computer field, women still remain underrepresented. As Karen

Sparck-Jones said, “Computing is too important to be left to men”. (Karen Sparck- Jones)

During the 18th and 19th centuries there were the industrial revolution occurring in Great

Britain and also in the United States. (Burnette 2) The revolution gave many families

who left rural areas, an increase in wages, also a chance to live in the city. Women were

represented in the factories. (Burnette 2) They were contributing with hard labor, as well

as, men. Besides women just being represented as the caregivers and homebodies, they

were in charge to do both. (Burnette 2) As society progress the stereotypes for women did

as well. They were driven away from mathematics, sciences, and technology.

Compared to men, women are looked upon as being weak. If women major in a

math or science, people come off as surprise. Society divided the different majors

between genders. Upcoming generations of women have many majors to choose from but

are limited because they are only pushed towards some of them. Women should have the

same advantage as men in society, specifically in technology.

In our society men were always expected to learn about tools, machines and how

to fix things. Everything mechanical was left to men. It was their job; they were in charge

of the mechanics. Men had their mindset wrapped around the idea of using technology to

resolve problems. Contrariwise women were taught to do the opposite, read books,
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magazines, and play with doll babies. On the other hand women were the one to resolve

problems through talking it out or focusing on different emotions. Women do not engage

with repairing cars or anything of that matter. Men and women have different views on

the use of technology because of society. “Most males see computers as toys to play with,

while most females use them as tools to do things with” (Mirjana 172).

For instance video games are most likely to be played by younger boys, while it’s

not as attractive to girls. Using technology at a young age may become a hobby for boys

transitioning into men. Girls are rarely introduced to different video games because it

isn’t “lady-like”. The different ways girls were raised in their family or in society in

general, could influence what they would want to major in.

Because the computer field is a male dominate field, men see themselves as the

experts in technology. While women who may come off as fragile and less confidence

may become oppressed by men self- confidence and knowledge in technology. Women

are less favorably, which gives them disadvantages to accomplish their goals in

technology. (Mirjana 174) In cultures today men and women are told to be equal but still

have their many differences in society. The difference could mentally and physically

affect women. “Females have inaccurately low confidence in so-called masculine

domains, including mathematics, chemistry and CS (Computer Science). In fact, women

in society often do not receive the same level of support that men receive for entering and

persisting in the field” (Cohoon 171). Because of the male dominance in the field women

have a lack of awareness and they look for easy professional activities to pursue.
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Girls, as well as, people in society tend to think that computer science is for geeky

male nerds or just for men in general. They look at computer science like its football, a

sport for just men. General stereotypes about men and women contribute to this conflict

as well. Women are taught to be the nurturers who should major in nursing or

psychology, while men major in the different sciences such as, chemical engineering,

computer science, or mechanical engineering. (Kaye 78) Joseph Kaye, a student at

Cornell University and employee of Nokia, wrote a journal with several other authors on

the gender differences and the stereotypes that aroused those differences. “People assess

women’s (and men’s) characteristics and accomplishments in light of gender stereotypes

that classify technical activities like computing as fitting masculine interests and abilities.

As a result, women and those who assess their performance tend to downgrade women’s

technical abilities relative to those of men with the same computing skills and

accomplishments” (Kaye 74). Women abilities to use technology shouldn’t be

suppressed. Women are capable of pertaining any skill mirrored to a man. A person’s

gender should not determine the proper credit they receive.

The most common stereotype about computer science is it being a white male

profession. (Klawe 70) By being a white male profession, many minorities and a

different gender may feel troubled by that idea. Because the minority or the opposite

gender doesn’t fit that description, they would create the idea that having a career in

technology isn’t intentionally for them. When the individual, either gender, believe in

negative stereotypes, the idea start to build more inside of a person and they go along

with society. This influence younger generations and that’s why the growing generations

are ingrained with these ideas.

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As Cohooon stated, “ gender stereotypes contribute to the segregation of men and

women into different computing subfields” (80). Many women separate their selves away

from majoring in a computer major because of the many stereotypes created by society

and the lack of knowledge about the field. Mirjana discuss cultural beliefs and technology

effects on both men and women, but focuses on where there is a distance between the

words feminine and technology, as well as the many stereotypes that goes along with the

topic. (81) Men and women enhance the stereotypes by going along with it instead of

trying to provoke it. “Deeply held cultural beliefs that men and women are fundamentally

different come into play when social structures fail to inhibit the influence of these

stereotypes” (Cohoon 76). The stereotypes engage more men to become more involved

and women to turn away from the computer field. Without noticing the stereotypes are

increasing the lack of women in the computer field, becoming inevitable. Society is

accepting the gender imbalance in technology because it is seen as a male occupation.

In the workplace many women may feel displaced because of the gender gap; it

consist of more men than women. Studies stated the different levels of communication

the office might have because of the unbalance genders. Men and women have an

unbalanced conversation about technology. Men tend to think they have to down talk

women in order for them to understand. While men communicate with one another about

technology they actually discuss it, by having a regular conversation, with a natural flow

of dialogue. “Feminist studies of technology suggest deep cultural beliefs about gender

and technology affect all of us, men and women, when it comes to women participation

in the stereotypically male activities” (Cohoon 76) Without fully understanding men lose

out on having different views on the technical world by only listening to a man’s view.
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The payroll is also determined by gender, men tend to get a higher pay than

women. “Women with undergraduate degrees earn a median of $44k compared to $46k

for men” (Klawe 70). Because of their gender, men earn more tenure in the workplace

than women. They have a better chance to get a higher position than women. The higher

the position, the more money they would earn. Women are capable of reaching a certain

position in the work place until they stop getting promoted because men chances are

greater.

The idea of the glass ceiling explains this concept well. It consists of women

being denied equal pay as the opposite gender. (Wilson 84) The glass ceiling usually

refers to women in the work place. (Wilson 84) While women are working in the

workforce, they are being leveled with the same position while the men are rising to the

top. (Wilson 84) Women are most likely to go through trial and tribulations than men

while searching for a job in the field. Because of the inequalities women would have

many career interruptions. (Wilson 84)

For instance if a man and a woman went for a job interview with the same

abilities, knowledge and skills, the man would be more likely to get the job because many

employers have a closed eye on women capabilities. Women are being unpleasantly

discriminated against and this issue is blinded too many. Women are able to see the top

but aren’t able to actually experience it and that is the perception of the glass ceiling.

These ideas of not getting promoted to higher levels in the field also contribute

the positions the employers give to women. Currently, women who enter the work place

are sometimes positioned as the writers for example they would type the office

conference papers, etc. “We collected and mined data from more than 3,000 ACM-
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affiliated conferences, workshops, symposia, and forums, 1966- 2009, providing

evidence of women’s increased contribution to this form of professional engagement and

contribution to computing” (Cohoon 70). While entering the field women are sometimes

automatically the representatives for the writing in the office. Employers presented as the

women were actually contributing to technology within the field but that was falsely

advertised. “In 1967, women’s representation among authors was about four points

greater among Ph.D. degree recipients” (Cohoon 77) Even without proper documentation

for the job, women would be in charge of the writing position. It was founded that

women in the field write more papers for the work place than male authors. There was

20% increased from the years of 1967 to 2009 of women authorship in the field. (Cohoon

70) Women computing abilities to perform were downgraded relative to men with the

same computing skills and accomplishments. Since 1966 to 2009 the rating of women

doing the writing in the company increase about 3% each year. (Cohoon 77) Supposedly

this increase of women in writing increased the participation of women in the field.

Women aren’t actually using technology for programming, coding or security but for

transcribing; absolutely ignoring what they learned in their major.

To resolve the separation of the gender gap in the computer field there are many

organizations to encourage women to join. For example Stanford University created the

She++ and WICS (Women in Computer Science) to help build young ladies confidence

while being in the field. There is also a yearly event for first year women, called the

Grace Hopper Celebration of Women in Computing. This event is a big presentation and

different displays to actually show girls the truth about the field leading them away from

the many stereotypes created by humanity. These organizations are eye-openers to girls
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to learn about the field. “The society does not actually prevent girls from accessing

computers, but it has failed to introduce computer science as a viable option for them”

(Mirjana 171). That’s one of the main reasons why there is a lack of girls in technology.

Girls are influenced enough at the event to explore the many opportunities the computer

offer and also that it is an option for them.

The Grace Hopper Celebration of Women In Computing event is annually, and it

consist of women in computer science presenting the young ladies about technical talks,

workshops, networking events and panels focused on women in the field. The event

started in 1994 and every since it had a positive effect on many women and the career

they pursue. (Alvarado 70) “Results from the GHC Evaluation and Impact Survey

indicate students feels less isolated, more committed to CS, and more inspired as a result

of attending” (Alvarado 72). The celebrations are presented in different states throughout

the United States and also in India. It is very helpful for women who are undecided to

become educated on the different computer majors and fields. The event had increased

64% of women who intend on pursuing a graduate degree in a technology field.

(Alvarado 72) The annually event helps recruit many young ladies with educating them

to enter the field.

The WIC program at Stanford University maintains mentors and mentees for

women. They gather and meet monthly to discuss how to successfully pursue a Computer

Science degree, how to join research groups, how to prepare for a technical career and

also how to obtain a job. (Stanford University) The program provides guidance for the

ladies so they could have support and someone to talk to about the field. They also host

mixers for networking opportunities among the mentors and mentees.

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Besides the different organizations, the book, Unlocking the Clubhouse: Women

in Computing, also had changes teachers were going to make happen. They were going to

speak to different science and math classes to recruit girls, start a girls’ computing club,

hang up posters about Grace Hopper in the classroom, and holding a school assembly

about computing careers. (Margolis 125) Also the teachers also concluded to create

alliances with one another in the different science and math classes. (Margolis 125) They

figured that they have female students with skills who could benefit from knowing about

computing. Many of the teachers saw potential in the girls they taught and wanted to

introduce to the field. (Margolis 125)

Overall the solution for this issue references to recruiting more women into the

field. “Studies have shown that recruiting should be primarily aimed at raising self

confidence among potential female students; since their lack of participation in the field

is considered not to be caused by the lack of ability, but lack of support (Mirjana 176).

Many women are steered away from the field because of the lack of influence

surrounding them. Women feel less prepared for the field than men. The topics of any

computer courses aren’t naturally introduced to women as to men. “In fact, women in

society often do not receive the same level of support that men receive for entering and

persisting in the field” (Mirjana 171). Women tend to have a lower computer ability and

higher of computer anxiety. This makes women feel less capable and more insecure.

“Especially female students emphasized that they would be more attracted to the field if

they knew about this misconception earlier” (Mirjana 175). Anyone in general would run

away from his or her weakness, for example women aren’t challenging their self to

explore and learn something new.

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People should be more inspired and involved to resolve this issue of gender

imbalance in technology. Because of the stereotypes and the lack of confidence women

turn away from entering a male dominate field. The many organizations help support

women and also concentrate on encouraging them to increase their presence in

technology. They are looked upon as career guidance for young ladies. Decreasing

women computer anxiety by increasing their confidence are some of the many ways to

resolve the imbalance in the field. In order to be successful with avoiding issues as such,

the entire community has to take responsibility with accepting everyone and being

supportive. “Diversity often leads to enhanced abilities to perform tasks, greater

creativity, and better decisions and outcomes” (Klawe 68). Many views on a situation

could conclude with a greater ending. People should disclose the differences between

masculinity and femininity referencing to technology. Men should be more sensitive with

accepting women into the field.

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Work Cited

Alvarado, Christine , and Eugene Judson. "Using Targeted Conferences To Recruit

Women Into Computer Science." Communications Of The ACM 57.3 (2014): 70-

77. Business Source Elite. Web. 27 Oct. 2014.

Brenston, Margaret. "Worlds Apart: Women, Men and Technology." Center for Media

Literacy. N.p., 2011. Web. 2 Nov. 2014.

Burnette, Joyce. “Women Workers in the British Industrial Revolution”. EH.Net

Encyclopedia, edited by Robert Whaples. March 26, 2008.

Cohoon, J. MCGrath. "Gender And Computing Conference Papers." Communications Of

The ACM 54.8 (2011): 72-80. Business Source Elite. Web. 27 Oct. 2014.

“Industrial Revolution.” History.com. A&E Television Networks, n, d, Web. 2 Nov.

2014.

Jaschik, Scott. "Productivity or Sexism?" Study Raises Questions about Why Women Are

Less Likely than Men to Earn Tenure at Research Universities @insidehighered.

Inside Higher Ed, 18 Aug. 2014. Web. 26 Oct. 2014.

Klawe, Maria, Telle, Whitney, and Simard, Caroline. "Women In Computing-Take 2."

Communications Of The ACM 52.2 (2009): 68-76. Business Source Elite. Web. 1

Nov. 2014.

Margolis, Jane, and Allan Fisher. Unlocking the Clubhouse: Women in Computing.

Cambridge: MIT, 2002. Print.

Mirjana, Ivanovic. "The IT Gender Gap: Experience, Motivation and Differences in

Undergraduate Studies of Computer Science." Turkish Online Journal of Distance

Education 12th ser. 12.2 (2011): 170-83. Web. 1 Nov. 2014.

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Wilson, Eleanor. “Diversity, Culture And The Glass Ceiling.” Journal of Cultural

Diversity. 21.3 (2014): 83-89, Academic Search Elite. Web. 25. Nov. 2014.