short-paper

Encouraging Women to Become CS Teachers

Author:

Olgun SadikAuthors Info & Claims

GenderIT '15: Proceedings of the Third Conference on GenderIT

Pages 57 - 61

https://doi.org/10.1145/2807565.2807715

Published: 24 April 2015 Publication History

Abstract

Previous research suggested a relationship between teachers' and students' attitudes towards a subject area. In order to increase female representation in Computer Science (CS), we need female teachers who have positive attitudes and can provide role models to encourage their female students to pursue CS careers. This study investigated factors that motivated female prospective teachers to pursue an add-on computer teacher certification program, their experiences in the program, and their perceptions regarding CS. Classroom observations and interviews conducted with female pre-service teachers suggested promising strategies for increasing female representation in CS and educational technology careers.

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Bustamante-Mora ADiéguez-Rebolledo MHormazábal YValdés YVidal E(2024)Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La FronteraSustainability10.3390/su1612503816:12(5038)Online publication date: 13-Jun-2024
https://doi.org/10.3390/su16125038
Sadik OOttenbreit-Leftwich A(2023)Understanding U.S. secondary computer science teachers’ challenges and needsComputer Science Education10.1080/08993408.2023.2209474(1-33)Online publication date: 4-May-2023
https://doi.org/10.1080/08993408.2023.2209474
Sadik OErgulec F(2023)Using Backward Design for Flipped Learning EnvironmentsLearning, Design, and Technology10.1007/978-3-319-17727-4_183-1(1-20)Online publication date: 9-Mar-2023
https://doi.org/10.1007/978-3-319-17727-4_183-1
Show More Cited By

Encouraging Women to Become CS Teachers
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs

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GenderIT '15: Proceedings of the Third Conference on GenderIT

April 2015

68 pages

ISBN:9781450335966

DOI:10.1145/2807565

Copyright © 2015 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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University of Pennsylvania: University of Pennsylvania

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Association for Computing Machinery

New York, NY, United States

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Published: 24 April 2015

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GenderIT '15

GenderIT '15: The Third Conference on GenderIT

April 24, 2015

PA, Philadelphia, USA

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Overall Acceptance Rate 39 of 55 submissions, 71%

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Cited By

Bustamante-Mora ADiéguez-Rebolledo MHormazábal YValdés YVidal E(2024)Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La FronteraSustainability10.3390/su1612503816:12(5038)Online publication date: 13-Jun-2024
https://doi.org/10.3390/su16125038
Sadik OOttenbreit-Leftwich A(2023)Understanding U.S. secondary computer science teachers’ challenges and needsComputer Science Education10.1080/08993408.2023.2209474(1-33)Online publication date: 4-May-2023
https://doi.org/10.1080/08993408.2023.2209474
Sadik OErgulec F(2023)Using Backward Design for Flipped Learning EnvironmentsLearning, Design, and Technology10.1007/978-3-319-17727-4_183-1(1-20)Online publication date: 9-Mar-2023
https://doi.org/10.1007/978-3-319-17727-4_183-1
Sadik OErgulec F(2023)Using Backward Design for Flipped Learning EnvironmentsLearning, Design, and Technology10.1007/978-3-319-17461-7_183(2543-2562)Online publication date: 15-Oct-2023
https://doi.org/10.1007/978-3-319-17461-7_183
Hubbard Cheuoua ASherriff MMerkle LCutter PMonge ASheard J(2021)Confronting Inequities in Computer Science Education: A Case for Critical TheoryProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432453(425-430)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432453
Kamil AJuett JDeOrio AHawthorne EPérez-Quiñones MHeckman SZhang J(2019)Gender-balanced TAs from an Unbalanced Student BodyProceedings of the 50th ACM Technical Symposium on Computer Science Education10.1145/3287324.3287404(300-306)Online publication date: 22-Feb-2019
https://dl.acm.org/doi/10.1145/3287324.3287404
Nardelli ECorradini I(2019)Informatics Education in School: A Multi-Year Large-Scale Study on Female Participation and Teachers’ BeliefsInformatics in Schools. New Ideas in School Informatics10.1007/978-3-030-33759-9_5(53-67)Online publication date: 11-Nov-2019
https://doi.org/10.1007/978-3-030-33759-9_5

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