Computing Education Interventions to Increase Women's Participation From 2000 to 2020: A Systematic Literature Review

• In Event: Examining Agency, Experiences, and Discourses Across Educational Contexts

Abstract

Although gender parity has been achieved in some STEM fields, it persists in computing. Given women’s marginalization in this highest-earning, fastest-growing, and high-demand field, intervention programs at all levels of computing education were deployed to improve gender equity. Expanding upon academic momentum theory, this systematic literature review examines the characteristics of successful interventions that contribute to a more gender-neutral computing environment and the unsuccessful ones. Prominence was given to the efficacy of broadening participation and success for women in computer science, information technology, and related fields. Findings reveal that both the structure and aims of the interventions influence their efficacy. Implications for theory and practice are discussed.

Keywords: gender equity, computing, interventions, academic momentum

Authors

• Kristen Erichsen, Knowli Data Science

• Lara Perez-Felkner, Florida State University

• Yang Li, Florida State University

• Jinjushang Chen, Florida State University – Tallahassee

• Shouping Hu, Florida State University

• Ladanya Ramirez Surmeier, Florida State University – Tallahassee

• Chelsea Shore, Florida State University