Gender imbalance in computing education is a well-known issue around the world. The term "leaky pipeline" is often used to describe the lack of retention of women before they progress to senior roles. Numerous initiatives have targeted the problem of the leaky pipeline in recent decades. This paper provides a comprehensive review of initiatives related to techniques used to boost recruitment and retention of women in undergraduate computing and related courses in higher education. The primary aim was to identify interventions or initiatives (which we called "actions") that have shown some effectiveness. A secondary objective was to structure our findings as a categorisation, in order to enable future action discussion, comparison and planning. A particular challenge faced in a significant portion of the work was the lack of evaluation: i.e. the assessment of the direct relationship between the initiatives and the outcomes on retention or recruitment. The actions were categorised into four groups: Policy, Pedagogy, Influence and Support and Promotion and Engagement. Policy actions need support and potentially structural change at institution level. Pedagogy actions are initiatives related to the teaching of computing courses. The Influence and Support category includes actions associated with ways to influence women to choose computing and once enrolled to support and encourage them to stay. Finally, Promotion and Engagement actions are initiatives to promote computing based courses and involve engagement and outreach activities. We present our categorisation, identifying the literature related to actions under each category and subcategory. We discuss the challenges with evaluating the direct impact of actions and outline how this work leads towards the next phase of our work - a toolkit of actions to promote retention and recruitment of women in computing undergraduate courses.
翻译:计算教育中的性别不平衡是全世界众所周知的一个问题。“隐蔽管道”一词常常用来描述在妇女进入高级职务之前没有留住妇女的情况。许多举措都针对最近几十年的漏泄管道问题。本文件全面审查了与在大学本科计算机和相关课程中促进征聘和留住妇女所使用的技术有关的举措,主要目的是确定显示了一定效力的干预措施或举措(我们称之为“行动”)。第二个目标是将我们的调查结果编成一个分类,以便将来的行动讨论、比较和规划。这项工作的一个重要挑战就是缺乏评价:即评估举措与保留或征聘成果之间的直接关系。这些行动分为四组:政策、教学、影响和支持及促进与承诺。政策行动需要支持,并有可能在机构一级进行结构性变革。我们进行教育的行动是与计算机课程教学有关的。影响和支持行动类别包括:与影响妇女选择升级或征聘阶段直接关系的行动相关的行动。我们目前与选择计算和升级活动相关的行动,一旦在计算和注册阶段,我们进行这项工作中与支持和学习活动相关的行动。