Gender Differences and Achievement in Computer Science and Engineering (original) (raw)
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This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: a) male graduate students outnumbered the female ones by three to one, b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and c) female students complete their studies earlier than their male counterparts.
Achievements in Computer Science Courses: Gender Issues
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The aim of this study is to investigate the relationship between gender and achievement in the various subjects of CS. For this reason, the degrees (89 degrees) of all graduate students who enrolled from 2002 to 2008 (a 6-year period of graduation) at the Department of CS and Technology, University of Peloponnese, Greece were studied. To this end, the grades of these students in both; compulsory courses and electives were studied and quantitatively analysed. These courses are grouped into: compulsory courses and electives of the “Theoretical Computer Science” (TCS) division, compulsory courses of “Mathematics & Physics” (M&P) and electives of “General Education” (GE) that cover a wide range of subjects that can be applied to many different careers and students can choose them according to their interests. In terms of methodology this study can be characterized as a case study. The analysis of the data shows, that: (a) male students have slightly better, or even, mean grades in all o...
The aim of this study is to investigate the relationship between gender and achievement in the various subjects of CS. For this reason, the degrees (89 degrees) of all graduate students who enrolled from 2002 to 2008 (a 6-year period of graduation) at the Department of CS and Technology, University of Peloponnese, Greece were studied. To this end, the grades of these students in both; compulsory courses and electives were studied and quantitatively analysed. These courses are grouped into: compulsory courses and electives of the “Theoretical Computer Science” (TCS) division, compulsory courses of “Mathematics & Physics” (M&P) and electives of “General Education” (GE) that cover a wide range of subjects that can be applied to many different careers and students can choose them according to their interests. In terms of methodology this study can be characterized as a case study. The analysis of the data shows, that: (a) male students have slightly better, or even, mean grades in all of the mandatory courses in TSC division and in most of M&P compulsory courses, (b) both male and female students have low mean grades in compulsory “Mathematics” courses (mean grades<7,5), (c) female students have better mean grades in most of the electives in TCS division and GE, (d) in the aforementioned courses, female students have more “excellent” mean grades (grade >=8,5) than male students, and (e) there is a tendency for female students to perform slightly better than male students in those courses which are chosen by more female students.
This study focuses on how prospective computer engineers (PCEs) view gender differences in the field of Computer Science and Engineering (CSE). It is based on research conducted on a sample of 99 PCEs, 43 of which were women. PCEs were asked to express their opinion through the use of a questionnaire addressing the following topics: a) their motivation to select CSE as a subject of study and how this motivation is related to both their primary experience with computers and their family’s views regarding CSE as a profession, b) the relation between gender, strengths and weaknesses in CSE as well as cooperation with fellow students of the opposite gender, c) the desirability of having both male and female University Professors in CSE, d) CSE courses and PCE choice, and e) career issues.
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In this article, statistical findings obtained by a large survey containing about 120 questions and options are presented. An inquiry using this survey was carried out on a considerable sample of students from four countries of Balkan region, studying different directions of computer science. Students belong to universities that are members of a joint educational project, plus three of the involved countries, emerged from the same country, former Yugoslavia, therefore the results are comparable. Data was analyzed and here we present the most interesting correlations and opinions about satisfaction and views about computer science studies and prospects. Students surveyed were of both female and male population, from two faculties of mathematics, and two faculties of electrical engineering from the four countries of the Balkan region.
Gender Gap in Computer Science: Preferences and Performance
The aim of the present study is to investigate both the performance and preferences of males and females Computer Science (CS) graduates. In order to attain the above goal, a quantitative case study was conducted regarding 89 degrees, acquired from 2006 to 2012, from the Department of Computer Science and Technology, University of Peloponnese, Greece. The analysis of the data revealed that in terms of performance, no significant differences between the mean grades of males and females exist, in almost most of the courses included in the curriculum of the aforementioned CS department. Any statistically significant differences in performances were present in almost equal number of courses in favor of males and females. It seems also, that females performed better in the courses they selected more than males. Regarding preferences, in CS courses, it seems that gender differences are existent. Males preferred more than females did core programming courses and advanced topics of Software...
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This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: a) male graduate students outnumbered the female ones by three to one, b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and c) female students complete their studies earlier than their male counterparts.
This study focuses on how Computer Science and Engineering Students (CSESs) of both genders address certain critical issues for gender differences in the field of Computer Science and Engineering (CSE). This case study is based on research conducted on a sample of 99 Greek CSESs, 43 of which were women. More specifically, these students were asked to respond to a specially designed questionnaire addressing the following issues: a) essential motives in selecting CSE as a subject of study, their primary experience with computers and their family’s views regarding CSE as a career prospect, b) the relationship between gender, strengths and weaknesses in CSE and cooperation with fellow students of the opposite gender, c) the desirability of having both male and female University Professors in CSE, d) CSE courses and CSESs choice, and e) career issues. The analysis of the data shows that: a) gender inequality in CSE still exists at tertiary level, b) there is a number of students of both genders who feel interest and self confident in CSE, they believe in equality in competence of both genders in CSE and have dreams of a job with prospects as computer professionals, c) interest, self confidence in CSE are closely related to previous experience with computers and to the encouragement by family and school to learn about computers, and d) the general atmosphere and policy in CSE Departments play an essential role for women-students to feel as equals to their male counterparts.