Pub Date : 2023-01-01DOI: 10.32782/inclusion/2023.1.1
M. Boichenko
{"title":"TRAINING OF FUTURE DOCTORS OF PHILOSOPHY IN THE FIELD OF SPECIAL AND INCLUSIVE EDUCATION: U.S. EXPERIENCE","authors":"M. Boichenko","doi":"10.32782/inclusion/2023.1.1","DOIUrl":"https://doi.org/10.32782/inclusion/2023.1.1","url":null,"abstract":"","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"26 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73322132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.32782/inclusion/2023.1.2
Y. Bondarenko, Daria Naumets
{"title":"ANALYSIS OF THE CONTENT OF SPIRITUAL AND MORAL EDUCATION IN THE PRACTICE OF PRESCHOOL EDUCATION","authors":"Y. Bondarenko, Daria Naumets","doi":"10.32782/inclusion/2023.1.2","DOIUrl":"https://doi.org/10.32782/inclusion/2023.1.2","url":null,"abstract":"","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"8 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84228662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.32782/inclusion/2023.2.7
Olexandra Navolokova, O. Boriak
{"title":"DEVELOPMENTAL COORDINATION DISORDER (DCD) AND NON-VERBAL PRESCHOOL CHILDREN: DIAGNOSTIC, CORRECTION IN THE CONDITION OF THE STATE OF WAR","authors":"Olexandra Navolokova, O. Boriak","doi":"10.32782/inclusion/2023.2.7","DOIUrl":"https://doi.org/10.32782/inclusion/2023.2.7","url":null,"abstract":"","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"5 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79673493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anonymous student teacher evaluations are commonly used to evaluate the quality of computing instructors at the university level. However, such teaching evaluations are subject to gender and sex-based biases, calling into question their utility and scope. In this paper, we first use data from a large public American university to replicate previous findings showing that significant sex-related differences persist in computing teaching evaluations. Intriguingly, we find that the sex-differences in computing teaching evaluations are primarily driven by bias involving professors, while significant sex-based differences for student-instructors are not observed. Finally, we place the magnitude of the sex-based differences we observe into a broader engineering context. CCS CONCEPTS • Social and professional topics → Gender; Computing education. ACM Reference Format: Priscila Santiesteban, Madeline Endres, and Westley Weimer. 2022. An Analysis of Sex Differences in Computing Teaching Evaluations. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 4 pages. https://doi.org/10.1145/3524501.3527604
匿名学生教师评估通常用于评估大学计算机教师的质量。然而，这种教学评估受到性别和基于性别的偏见的影响，使其效用和范围受到质疑。在本文中，我们首先使用来自美国一所大型公立大学的数据来重复先前的研究结果，表明在计算教学评估中存在显著的性别相关差异。有趣的是，我们发现计算机教学评估中的性别差异主要是由涉及教授的偏见驱动的，而学生教师的显著性别差异并没有被观察到。最后，我们将我们观察到的基于性别的差异的大小置于更广泛的工程背景中。•社会和专业主题→性别;计算机教育。ACM参考格式:Priscila Santiesteban, Madeline Endres, and Westley Weimer. 2022。计算机教学评价的性别差异分析在性别平等，多样性和包容性软件工程(GE@ICSE ' 22)的第三次研讨会，2022年5月20日，匹兹堡，宾夕法尼亚州，美国。ACM，纽约，美国，4页。https://doi.org/10.1145/3524501.3527604
{"title":"An Analysis of Sex Differences in Computing Teaching Evaluations","authors":"Priscila Santiesteban, Madeline Endres, Westley Weimer","doi":"10.1145/3524501.3527604","DOIUrl":"https://doi.org/10.1145/3524501.3527604","url":null,"abstract":"Anonymous student teacher evaluations are commonly used to evaluate the quality of computing instructors at the university level. However, such teaching evaluations are subject to gender and sex-based biases, calling into question their utility and scope. In this paper, we first use data from a large public American university to replicate previous findings showing that significant sex-related differences persist in computing teaching evaluations. Intriguingly, we find that the sex-differences in computing teaching evaluations are primarily driven by bias involving professors, while significant sex-based differences for student-instructors are not observed. Finally, we place the magnitude of the sex-based differences we observe into a broader engineering context. CCS CONCEPTS • Social and professional topics → Gender; Computing education. ACM Reference Format: Priscila Santiesteban, Madeline Endres, and Westley Weimer. 2022. An Analysis of Sex Differences in Computing Teaching Evaluations. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 4 pages. https://doi.org/10.1145/3524501.3527604","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"25 1","pages":"84-87"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75487514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cybersecurity threat and risk analysis (RA) approaches are used to identify and mitigate security risks early-on in the software development life-cycle. Existing approaches automate only parts of the analysis procedure, leaving key decisions in identification, feasibility and risk analysis, and quality assessment to be determined by expert judgement. Therefore, in practice teams of experts manually analyze the system design by holding brainstorming workshops. Such decisions are made in face of uncertainties, leaving room for biased judgement (e.g., preferential treatment of category of experts). Biased decision making during the analysis may result in unequal contribution of expertise, particularly since some diversity dimensions (i.e., gender) are underrepresented in security teams. Beyond the work of risk perception of non-technical threats, no existing work has empirically studied the role of diversity in the risk analysis of technical artefacts. This paper proposes an experimental plan for identifying the key diversity factors in RA. ACM Reference Format: Katja Tuma and Romy Van Der Lee. 2022. The Role of Diversity in Cybersecurity Risk Analysis: An Experimental Plan. In Third Workshop on Gender Equaliry, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3524501.3527242
网络安全威胁和风险分析(RA)方法用于在软件开发生命周期的早期识别和减轻安全风险。现有的方法只能自动化部分分析过程，而将识别、可行性和风险分析以及质量评估中的关键决策留给专家判断。因此，在实践中，专家团队通过举行头脑风暴研讨会来手动分析系统设计。这类决定是在不确定的情况下作出的，给有偏见的判断留下了余地(例如，对某类专家给予优惠待遇)。在分析过程中有偏见的决策可能导致专业知识的贡献不平等，特别是因为某些多样性方面(即性别)在安全小组中代表性不足。除了非技术威胁的风险感知工作之外，没有现有的工作经验地研究了多样性在技术工件风险分析中的作用。本文提出了一种识别RA关键多样性因子的实验方案。ACM参考格式:Katja Tuma and Romy Van Der Lee. 2022。多样性在网络安全风险分析中的作用:一个实验计划。在性别平等，多样性和包容性软件工程(GE@ICSE ' 22)的第三次研讨会，2022年5月20日，匹兹堡，宾夕法尼亚州，美国。ACM，纽约，美国，7页。https://doi.org/10.1145/3524501.3527242
{"title":"The Role of Diversity in Cybersecurity Risk Analysis: An Experimental Plan","authors":"Katja Tuma, R. V. D. Lee","doi":"10.1145/3524501.3527595","DOIUrl":"https://doi.org/10.1145/3524501.3527595","url":null,"abstract":"Cybersecurity threat and risk analysis (RA) approaches are used to identify and mitigate security risks early-on in the software development life-cycle. Existing approaches automate only parts of the analysis procedure, leaving key decisions in identification, feasibility and risk analysis, and quality assessment to be determined by expert judgement. Therefore, in practice teams of experts manually analyze the system design by holding brainstorming workshops. Such decisions are made in face of uncertainties, leaving room for biased judgement (e.g., preferential treatment of category of experts). Biased decision making during the analysis may result in unequal contribution of expertise, particularly since some diversity dimensions (i.e., gender) are underrepresented in security teams. Beyond the work of risk perception of non-technical threats, no existing work has empirically studied the role of diversity in the risk analysis of technical artefacts. This paper proposes an experimental plan for identifying the key diversity factors in RA. ACM Reference Format: Katja Tuma and Romy Van Der Lee. 2022. The Role of Diversity in Cybersecurity Risk Analysis: An Experimental Plan. In Third Workshop on Gender Equaliry, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3524501.3527242","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"1 1","pages":"12-18"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90264953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yekaterina Kovaleva, A. Happonen, Victoria T. Hasheela-Mufeti
Our work builds knowledge on gender-neutral hackathons in educational context. Hackathon itself is an intensive project-based event, requiring participants to make results in a short timeframe, which stimulates creative thinking, knowledge sharing, and overall learning. This has made hackathons popular in an educational context. As a hackathon event often implies software design, the introduction of hackathon practices would be especially beneficial for Software Engineering education. The question is how to attract a diverse student audience to enroll in these hackathon events and hackathon enhanced courses. Historically, hackathons attract fewer females than males and show gender balance issues. Even though there are positive examples of female-inclusive events, there is a risk that by focusing on women’s interests, the hackathon designers could end up discouraging the male audience. It was found that men e.g., tend to reject feminine products and occupations as they experience social pressure regarding what is acceptable for them. Thus, it would be reasonable to focus on the hackathon’s gender-neutrality rather than on female inclusivity. This research provides practices to implement hackathon courses gender-neutrally. We also discuss pros and cons of different approaches. CCS CONCEPTS • Social and professional topics → User characteristics → Gender • Applied computing Education
{"title":"Pros and Cons of running educational Hackathons in a gender-neutral fashion","authors":"Yekaterina Kovaleva, A. Happonen, Victoria T. Hasheela-Mufeti","doi":"10.1145/3524501.3527603","DOIUrl":"https://doi.org/10.1145/3524501.3527603","url":null,"abstract":"Our work builds knowledge on gender-neutral hackathons in educational context. Hackathon itself is an intensive project-based event, requiring participants to make results in a short timeframe, which stimulates creative thinking, knowledge sharing, and overall learning. This has made hackathons popular in an educational context. As a hackathon event often implies software design, the introduction of hackathon practices would be especially beneficial for Software Engineering education. The question is how to attract a diverse student audience to enroll in these hackathon events and hackathon enhanced courses. Historically, hackathons attract fewer females than males and show gender balance issues. Even though there are positive examples of female-inclusive events, there is a risk that by focusing on women’s interests, the hackathon designers could end up discouraging the male audience. It was found that men e.g., tend to reject feminine products and occupations as they experience social pressure regarding what is acceptable for them. Thus, it would be reasonable to focus on the hackathon’s gender-neutrality rather than on female inclusivity. This research provides practices to implement hackathon courses gender-neutrally. We also discuss pros and cons of different approaches. CCS CONCEPTS • Social and professional topics → User characteristics → Gender • Applied computing Education","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"117 1","pages":"27-34"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86798777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Motogna, L. Alboaie, Ioana-Alexandra Todericiu, Catrinel Zaharia
In many societies the chain between women and Computer Science has seemed, until now, one that has often asked for intermediaries. It is a reality supported by statistics, but by taking realistic measures for medium and long term, we can change the current situation. The present paper conducts an extensive study on women engaged in study or work at MSc, PhD and academic staff level in the CS field. Multiple factors that support or prevent women in Romania from attending advanced studies or pursuing an academic career in Computer Science have been identified and analyzed. Thus, through the obtained results, we aim to make an impact on decision-makers at the local level of higher education institutions, while good practices can constitute a starting point for other institutions interested in tackling this gender gap. CCS Concepts • Social and professional topics → Women; Computing education; Employment issues; Geographic characteristics. ACM Reference Format: Simona Motogna, Lenuţa Alboaie, Ioana Alexandra Todericiu, and Catrinel Zaharia. 2022. Retaining Women in Computer Science: the Good, the Bad and the Ugly Sides. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 8 pages. https://doi.org/10.1145/3524501.3527598
到目前为止，在许多社会中，女性与计算机科学之间的联系似乎经常需要中介。虽然这是有统计依据的现实，但只要采取切实可行的中长期对策，就能改变现状。”本文对计算机科学领域从事硕士、博士和学术工作的女性进行了广泛的研究。已经确定和分析了支持或阻止罗马尼亚妇女参加计算机科学高等教育或追求学术生涯的多种因素。因此，通过获得的结果，我们的目标是对地方一级高等教育机构的决策者产生影响，同时良好的做法可以成为其他对解决这一性别差距感兴趣的机构的起点。•社会和专业话题→女性;计算教育;就业问题;地理特征。ACM参考格式:Simona Motogna, Lenuţa Alboaie, Ioana Alexandra Todericiu和Catrinel Zaharia。2022。挽留女性从事计算机科学:好的、坏的和丑陋的一面。在性别平等，多样性和包容性软件工程(GE@ICSE ' 22)的第三次研讨会，2022年5月20日，匹兹堡，宾夕法尼亚州，美国。ACM，纽约，美国，8页。https://doi.org/10.1145/3524501.3527598
{"title":"Retaining Women in Computer Science: the Good, the Bad and the Ugly Sides","authors":"S. Motogna, L. Alboaie, Ioana-Alexandra Todericiu, Catrinel Zaharia","doi":"10.1145/3524501.3527598","DOIUrl":"https://doi.org/10.1145/3524501.3527598","url":null,"abstract":"In many societies the chain between women and Computer Science has seemed, until now, one that has often asked for intermediaries. It is a reality supported by statistics, but by taking realistic measures for medium and long term, we can change the current situation. The present paper conducts an extensive study on women engaged in study or work at MSc, PhD and academic staff level in the CS field. Multiple factors that support or prevent women in Romania from attending advanced studies or pursuing an academic career in Computer Science have been identified and analyzed. Thus, through the obtained results, we aim to make an impact on decision-makers at the local level of higher education institutions, while good practices can constitute a starting point for other institutions interested in tackling this gender gap. CCS Concepts • Social and professional topics → Women; Computing education; Employment issues; Geographic characteristics. ACM Reference Format: Simona Motogna, Lenuţa Alboaie, Ioana Alexandra Todericiu, and Catrinel Zaharia. 2022. Retaining Women in Computer Science: the Good, the Bad and the Ugly Sides. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 8 pages. https://doi.org/10.1145/3524501.3527598","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"40 1","pages":"35-42"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83448950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Open Source Software (OSS) communities are notorious for discrimination and hostility towards women and currently, only 23 percent of OSS developers are women. Despite that, less than five percent of the online communities have “safe spaces” focused on supporting women. In this article, we present the results of our in-depth study of these women-focused spaces. These spaces exist to provide a common forum for discussion, support, empowerment, and engagement of minorities in OSS. Our analysis focuses on the messages related to sexism and discrimination experiences as posted on these discussion forums by women of OSS. The results demonstrate examples of harassment, the support that these spaces provide, and the impact of the discrimination on the presence of women in OSS in general. We conclude with recommendations for OSS community organizers for creating a friendly, equitable environment for women in OSS. ACM Reference format: Vandana Singh and William Brandon. 2022. Discrimination, Misogyny, and Harassment: Examples from OSS: Content Analysis of Women-focused Online Discussion Forums. In Proceedings of ACM Conference [GE@ICSE'22] Third Workshop on Equality, Diversity, and Inclusion in Software Engineering, May 20, 2022, Pittsburg, PA, USA. https://doi.org/10.1145/3524501.3527602
{"title":"Discrimination, Misogyny and Harassment: Examples from OSS : Content Analysis of Women-focused Online Discussion Forums","authors":"Vandana Singh, William Brandon","doi":"10.1145/3524501.3527602","DOIUrl":"https://doi.org/10.1145/3524501.3527602","url":null,"abstract":"Open Source Software (OSS) communities are notorious for discrimination and hostility towards women and currently, only 23 percent of OSS developers are women. Despite that, less than five percent of the online communities have “safe spaces” focused on supporting women. In this article, we present the results of our in-depth study of these women-focused spaces. These spaces exist to provide a common forum for discussion, support, empowerment, and engagement of minorities in OSS. Our analysis focuses on the messages related to sexism and discrimination experiences as posted on these discussion forums by women of OSS. The results demonstrate examples of harassment, the support that these spaces provide, and the impact of the discrimination on the presence of women in OSS in general. We conclude with recommendations for OSS community organizers for creating a friendly, equitable environment for women in OSS. ACM Reference format: Vandana Singh and William Brandon. 2022. Discrimination, Misogyny, and Harassment: Examples from OSS: Content Analysis of Women-focused Online Discussion Forums. In Proceedings of ACM Conference [GE@ICSE'22] Third Workshop on Equality, Diversity, and Inclusion in Software Engineering, May 20, 2022, Pittsburg, PA, USA. https://doi.org/10.1145/3524501.3527602","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"53 1","pages":"71-79"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78191848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growing ubiquity of machine learning technologies has led to concern and concentrated efforts at improving data-centric research and practice. While much work has been done on addressing equity concerns with respect to unary identities (e.g, race or gender), little to no work in Software Engineering has studied intersectionality to determine how we can provide equitable outcomes for complex, overlapping social identities in data-driven tech. To this end, we designed a survey to learn the landscape of intersectional identities in tech, where these populations contribute data, and how marginalized populations feel about the impact technology has on their day to day lives. Our data thus far, collected from 12 respondents and composed mostly of white and male identities, further highlights the lack of representation in modern data sets and need for contributions that explicitly explore how to support data-driven research and development. ACM Reference Format: Hana Winchester, Alicia E. Boyd, and Brittany Johnson. 2022. An Exploration of Intersectionality in Software Development and Use. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 4 pages. https://doi.org/10.1145/3524501.3527605
{"title":"An Exploration of Intersectionality in Software Development and Use","authors":"Hana Winchester, Alicia E. Boyd, Brittany Johnson","doi":"10.1145/3524501.3527605","DOIUrl":"https://doi.org/10.1145/3524501.3527605","url":null,"abstract":"The growing ubiquity of machine learning technologies has led to concern and concentrated efforts at improving data-centric research and practice. While much work has been done on addressing equity concerns with respect to unary identities (e.g, race or gender), little to no work in Software Engineering has studied intersectionality to determine how we can provide equitable outcomes for complex, overlapping social identities in data-driven tech. To this end, we designed a survey to learn the landscape of intersectional identities in tech, where these populations contribute data, and how marginalized populations feel about the impact technology has on their day to day lives. Our data thus far, collected from 12 respondents and composed mostly of white and male identities, further highlights the lack of representation in modern data sets and need for contributions that explicitly explore how to support data-driven research and development. ACM Reference Format: Hana Winchester, Alicia E. Boyd, and Brittany Johnson. 2022. An Exploration of Intersectionality in Software Development and Use. In Third Workshop on Gender Equality, Diversity, and Inclusion in Software Engineering (GE@ICSE’22), May 20, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 4 pages. https://doi.org/10.1145/3524501.3527605","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"46 1","pages":"67-70"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76209150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research focuses on designing gender-neutral Software Engineering programs as a tool to reach gender balance in this domain. There is a general lack of female students and subsequently employees in Computer Science, Engineering, Mathematics, and Physics. The attempts of attracting females in technologies have a long history and most topic related studies agree that the main reason for the low ratio of women in STEM is a result of gender stereotypes. This article reviews how gender stereotypes affect students’ interest in Software Engineering. The reason we considered gender-neutrality as a tool to achieve gender balance in Software Engineering lies in the fact that both genders experience the pressure of the stereotypes. Studies show that men are not likely to choose feminine products/jobs. Thus, making the educational program more attractive for females could discourage some males from enrolling. Our work considers different approaches to archive gender-neutrality and we present recommendations for gender-neutral program designs, which combine the considered approaches to gender-neutrality. CCS CONCEPTS • Social and professional topics → User characteristics → Gender • Applied computing Education
{"title":"Designing Gender-neutral Software Engineering Program. Stereotypes, Social Pressure, and Current Attitudes Based on Recent Studies","authors":"Yekaterina Kovaleva, A. Happonen, Eneli Kindsiko","doi":"10.1145/3524501.3527600","DOIUrl":"https://doi.org/10.1145/3524501.3527600","url":null,"abstract":"The research focuses on designing gender-neutral Software Engineering programs as a tool to reach gender balance in this domain. There is a general lack of female students and subsequently employees in Computer Science, Engineering, Mathematics, and Physics. The attempts of attracting females in technologies have a long history and most topic related studies agree that the main reason for the low ratio of women in STEM is a result of gender stereotypes. This article reviews how gender stereotypes affect students’ interest in Software Engineering. The reason we considered gender-neutrality as a tool to achieve gender balance in Software Engineering lies in the fact that both genders experience the pressure of the stereotypes. Studies show that men are not likely to choose feminine products/jobs. Thus, making the educational program more attractive for females could discourage some males from enrolling. Our work considers different approaches to archive gender-neutrality and we present recommendations for gender-neutral program designs, which combine the considered approaches to gender-neutrality. CCS CONCEPTS • Social and professional topics → User characteristics → Gender • Applied computing Education","PeriodicalId":46962,"journal":{"name":"Equality Diversity and Inclusion","volume":"70 1","pages":"43-50"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76539186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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