Inclusion of Women to ICT Engineering -- Lessons Learned

Autor/inn/en	Lagesen, Vivian Anette; Pettersen, Ivar; Berg, Line
Titel	Inclusion of Women to ICT Engineering -- Lessons Learned
Quelle	In: European Journal of Engineering Education, 47 (2022) 3, S.467-482 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1983774
Schlagwörter	Females; Engineering Education; Computer Science Education; Inclusion; Student Recruitment; Case Studies; Higher Education; Disproportionate Representation; Women Faculty; Sustainability; Gender Differences; Academic Persistence; School Holding Power; Program Descriptions; Dropouts; Foreign Countries; Robotics; Information Science Education; Student Attitudes; Comparative Analysis; Social Media; Norway + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ingenieurausbildung; Computer science lessons; Informatikunterricht; Inklusion; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Frauenakademie; Weibliche Gelehrte; Nachhaltigkeit; Geschlechterkonflikt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Robotertechnik; Informationstechnologische Bildung; Schülerverhalten; Soziale Medien; Norwegen
Abstract	This paper address how we may understand inclusion strategies designed to reduce the gender gap in higher education in engineering and ICT engineering in particular. Based on a case study of a long-term inclusion effort and statistics on recruitment and retainment, we argue that inclusion initiatives which address important inclusion needs and put down a substantial effort are likely to be successful. However, such changes seem to be not very sustainable, and need continuous effort. Based on our findings and a review of previous research we argue that inclusion efforts are instrumental in gaining a higher share of women in ICT, but that the win may be short-lived. We suggest that there is a need also to work for a higher share of women faculty to obtain more sustainable recruitment and retainment of women in ICT. Moreover, we found that the probability of dropout among men students was systematically reduced with increased gender balance, which indicates that more gender-balanced programs are more attractive to remain in for both men and women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01