Identity and Computer Science: A Mismatch?
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2021
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Haverford College. Department of Computer Science
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Thesis
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Award
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eng
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Tri-College users only until 2026-01-01, afterwards Open Access.
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Abstract
At the bachelor's level, female students, Black students, and Indigenous students pursue computer science degrees at disproportionately lower rates. For example, in recent years, approximately 20% of bachelors degrees in Computer and Information Science have awarded to women whereas approximately 57% of bachelor's degrees were awarded to women in all fields overall. Why does the disparity exist for underrepresented students in computer science, and how can we do better? This is the central question of this literature review. In this paper, I explore the existing literature for some possible reasons that may explain why this is the case (such as stereotypes, representation, and accessibility) and how we could do better. This literature review describes the methodology of each study and culminates to a possible future study to learn and improve the experiences in computer science for marginalized students, including but not limited to students who are women or gender-nonconforming, Black and Indigenous, queer, first-generation and low-income, and with disabilities.