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Women in Computer-Related Majors: A Critical Synthesis of Research and Theory From 1994 to 2005

Virginia Tech

Rebecca Scheckler

Radford University

Lisa Darlington

Virginia Tech

In this article, the authors review, critique, and synthesize the emerging research literature from 1994 to 2005 on women’s enrollment and persistence in computer-related majors. A thorough examination of 44 empirical studies in scholarly journals reveals that this literature primarily relies on exploratory and descriptive analyses, individualized measures, and implicit theoretical frameworks. Findings are grouped by four themes: (a) enrollment patterns, (b) gender differences in self-confidence and performance, (c) gender differences in computer use, and (d) academic environments. An explicit gender theory of women in computing is needed to reconceptualize diverse women’s experiences and to direct future research on women’s enrollment and persistence patterns in computer fields.

Key Words: persistence in computer science • undergraduate women • women in computer science • women in information technology

Review of Educational Research, Vol. 77, No. 4, 500-533 (2007)
DOI: 10.3102/0034654307309919


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