Expanding Horizons of Computing Pedagogy through the Words and Experiences of Female Information Science Undergraduates

Abstract

There is a persistent absence of women in undergraduate Computer Science programs in colleges throughout the United States. However, Information Science programs, which train students in programming, statistics, and a variety of computing concepts, consistently boast higher rates of women's participation than mainstream Computer Science degrees. This paper seeks to understand why: first, by analyzing selected research from the last thirty years regarding the relationships between culture and women in computing, and then by presenting an ethnographic picture of five women enjoying and excelling at computing at the University of Arizona School of Information. Catalyzed by my own experiences, and expanded and bolstered by the stories my colleagues have shared, this paper reports on a range of unique women who feel welcomed, supported, and challenged by their educational and computing community. In the interest of unpacking this phenomenon and expanding the potential of Information Science, I relay the themes between my interviews and compare them to other successfully inclusive undergraduate programs, supporting existing initiatives and presenting concrete steps forward for Information Science and Computer Science programs nationwide.