Доступ предоставлен для: Guest
Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X

Выпуски:
Том 25, 2019 Том 24, 2018 Том 23, 2017 Том 22, 2016 Том 21, 2015 Том 20, 2014 Том 19, 2013 Том 18, 2012 Том 17, 2011 Том 16, 2010 Том 15, 2009 Том 14, 2008 Том 13, 2007 Том 12, 2006 Том 11, 2005 Том 10, 2004 Том 9, 2003 Том 8, 2002 Том 7, 2001 Том 6, 2000 Том 5, 1999 Том 4, 1998 Том 3, 1997 Том 2, 1995 Том 1, 1994

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2013004471
pages 67-85

WILLING, ABLE, AND UNWANTED: HIGH SCHOOL GIRLS' POTENTIAL SELVES IN COMPUTING

Kimberly Kelly
Department of Sociology, Mississippi State University, Mississippi State, Mississippi 39762, USA
David A. Dampier
Department of Computer Science and Engineering, Mississippi State University, Mississippi State, Mississippi 39762, USA
Kendra Carr
U.S. Army Corps of Engineers, 3909 Halls Ferry Rd, Vicksburg, Mississippi 39180, USA

Краткое описание

The shortage of women in science, technology, engineering, and mathematics (STEM) is well-documented. Many efforts address women's low representation in fields such as computing target high school girls in an effort to solidify their commitment to these fields before they enter college and create computing "potential selves." This paper describes one such effort in the rural South, the Women in Cyber Security residential camp for girls in Mississippi. Consistent with existing literature, we find girls are interested in the social relevance of various technological skills and desire hands-on, applied learning exercises. We also find girls are poorly informed about the connections between different types of skills and the jobs where such skills would be used. In fact, girls had very little idea what being a computing professional entailed. Of particular note is the girls' endorsement of single-sex skills training for at least some of the curriculum and their awareness of the barriers they would face as women in computing. Thus, girls become aware that they are unwelcome in men-dominated technology jobs even before they know what such jobs involve. Girls also identify women role models and mentors as a critical resource for negotiating and succeeding in such jobs without having experienced such relationships. Future efforts should solidify the linkages between skills and jobs, demystify computing careers, and when possible, introduce girls to senior women as role models and mentors.