Measuring the success of intervention programmes designed to increase the participation rate by women in computing

Many intervention programmes to encourage greater female participation in computer education and careers have been conducted in the last twenty years. These intervention programmes take considerable time, effort and money to design and implement. If success were to be measured by an increase in the percentage of female students undertaking computing courses then these programmes would have to be considered a failure. This paper describes a research project which examined fourteen intervention programmes in detail. From the perspective of the programme champions each of the intervention programmes was considered successful, even when this success was restricted to specific areas or limited to small groups of individuals. Formal evaluation appeared to have been an afterthought rather than a priority of many of the programme champions. Some programmes appeared to be less effective due to the lack of targeted and clear goals or predetermined evaluation criteria. It is recommended that during the initial planning phase for intervention programmes a clear objective is to consider what a successful programme would look like and what the evaluation criteria would be. Further work is needed to understand how intervention programmes can be better designed and evaluated so that their impact and success can be expanded.

Declining participation in computing education : an Australia perspective on the "gender and lT" problem

Participation in post-compulsory computing education has declined over recent years, both in the senior years of secondary school and at university. This trend has been observed in most developed countries, despite reported and projected skills shortages in Information Technology (IT) industries. Within the computing education enrollment mix, girls and women continue to be under-represented and recent years have seen female participation fall even more rapidly than that of males. This article reports on findings of an Australian study which explored secondary school students’ beliefs about and attitudes towards computing education and careers in IT. Factors that might discourage girls in particular from pursuing post-compulsory computing education and careers are discussed, along with broader implications for school education in an era when information and communication technologies are an integral part of our daily lives. Findings include the persistence among both boys and girls of inaccurate and outdated views of the field of IT and low expectations of both school IT curricula and pedagogy in terms of their relevance and interest for students. Many of the issues identified as discouraging students in general from pursuing computing education appear to have a greater discouraging effect on girls, and this is compounded by stereotypical views of the field as male-dominated and unwelcoming to women and girls.

Influence of gender and pair-type on preschool children's learning in computing context

The thesis examined early differences between girls and boys in their attitudes and social behaviour which might help explain why girls and women continue to reject computing. The behaviour of preschool children playing freely for three supervised sessions in either same-gender or mixed-gender pairs with a computerised robot was studied, and then their individual programming performance was measured. Conclusions were that social interaction and computer programming performance were not differentiated by gender. Mixed-gender pairs had a significant effect on both children's style of social interaction and their performance, an impact that was particularly negative for girls.

Attracting women to computing : a framework for evaluating intervention programmes

The lack of women in the computing industry in Australia, and in many western countries, is a problem that has been recognised by academics, the industry and governments. Over the last 20 years there have been many attempts to redress this gender imbalance via intervention programs aimed at increasing female participation in computing education and ultimately the computing profession. However statistics show no improvement in the rate of participation of females in this industry and anecdotal evidence suggests that these intervention programmes have not been as successful or effective as was anticipated. Evaluation could determine the effectiveness of such programmes yet only limited evaluations appear in the literature about intervention programmes established to encourage females in computing. This research sought to investigate how these types of intervention programmes should be evaluated.

Women in ICT : guidelines for evaluating intervention programmes

Many intervention programmes to increase the number of women in theInformation and Communications Technology (ICT) profession have been implemented over the last twenty years. Detailed evaluations help us to determine the effectiveness of these programmes yet few comprehensive evaluations appear in the literature.The research reported here describes an investigation of the evaluation of the intervention programmes focusing on increasing the enrolment and retention of females in ICT in Australia. This paper describes an empirical study which explores how evaluation has been and might be conducted and concludes with guidelines for evaluation for those developing programmes for increasing the participation of women in ICT.The guidelines encourage evaluation to be considered early, highlight the importance of establishing objective outcomes and promote the publication of results to build knowledge for those planning programmes in the future. Further, the developed guidelines could adapted and used with other ICT intervention programs.

Patterns and demographic predictors of 5-year weight change in a multi-ethnic cohort of men and women in Australia

Objective: This study investigated 5-year trends in body weight, overweight and obesity and their association with sociodemographic variables in a large, multi-ethnic community sample of Australian adults.  Design: This prospective population study used baseline and 5-year follow-up data from participants in the Melbourne Collaborative Cohort Study (MCCS). Setting: Population study in Melbourne, Australia. Subjects: In total, 12 125 men and 17 674 women aged 35–69 years at baseline. Results: Mean 5-year weight change in this sample was +1.58 (standard deviation (SD) 4.82) kg for men and +2.42 (SD 5.17) kg for women. Younger (35–44 years) men and, in particular, women gained more weight than older adults and were at highest risk of major weight gain ($5 kg) and becoming overweight. Risk of major weight gain and associations between demographic variables and weight change did not vary greatly by ethnicity. Education level showed complex associations with weight outcomes that differed by sex and ethnicity. Multivariate analyses showed that, among men, higher initial body weight was associated with decreased likelihood of major weight gain, whereas among women, those initially overweight or obese were about 20% more likely to experience major weight gain than underweight or healthy weight women. Conclusions: Findings of widespread weight gain across this entire population sample, and particularly among younger women and women who were already overweight, are a cause for alarm. The prevention of weight gain and obesity across the entire population should be an urgent public health priority. Young-to-mid adulthood appears to be a critical time to intervene to prevent future weight gain.

Women in research? Investigating research opportunities for female academics in Australia

Women continue to be surprisingly under-represented in academia, given the increasing numbers of female postgraduate students and the flexible working conditions offered by most Australian Universities. To date, research has emphasised multiple causes for the 'gender gap' in academia, including the structural characteristics of the university system, cultural and societal barriers to the advancement of women, the influence of marital status on the productivity of women academics and the interaction of cultural, social and personality factors on women's professional careers. However, the implications of a 'gender gap' in academic rank reach beyond arguments of equality between sexes, to questions regarding consequences of a male-dominated professoriate to the nature and subjects of academic research in Australia. The aim of this paper is to investigate the factors that determine the rank of Australian academics and in part, to investigate whether there is a gender gap of rank or authority, through an analysis of data collected on all Australian academics by the Federal Department of Education, Science and Training. The implications of these findings on opportunities for female academic researchers and for research outcomes will be discussed.