Expanding the Audience for Computer Science Eric Roberts Stanford University Outline • The challenge of achieving diversity in computer science • Some data on the scope.
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Expanding the Audience for Computer Science Eric Roberts Stanford University Outline • The challenge of achieving diversity in computer science • Some data on the scope of the problem • Why is it important to promote diversity? • What makes computer science different? • Initiatives at Stanford – Women in Computer Science – The Bermuda Project • Concluding thoughts The Challenge of Achieving Diversity • The percentage of women majoring in computer science is small relative to that of men. • Participation by African American, Hispanic, and Native American students is typically even smaller. • Statistics on diversity in computer science have not improved in recent years, despite gains in other fields. For women, participation rates declined through most of the 1990s before rebounding slightly at the end of the decade. BS Degrees in Computer Science 40000 Men 35000 Women 30000 % Women 50% 40% 25000 30% 20000 15000 20% 10000 10% 5000 0% 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 0 SOURCES: Susan T. Hill, Science and Engineering Degrees: 1966-96. Report number NSF 99-330. National Center for Education Statistics, Digest of Education Statistics, March 2002. BS Degrees in Computer Science 40000 Men 35000 Women 30000 % Women 25000 20000 15000 10000 5000 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 0 SOURCES: Susan T. Hill, Science and Engineering Degrees: 1966-96. Report number NSF 99-330. National Center for Education Statistics, Digest of Education Statistics, March 2002. Complete invention. Useful Resources CC2001 on the Importance of Diversity Ensure that the curriculum is accessible to a wide range of students. All too often, computer science programs attract a homogeneous population that includes relatively few women or students whose ethnic, social, or economic background are not those of the dominant culture. Although many of the factors that lead to this imbalance lie outside the university, every institution should seek to ensure greater diversity, both by eliminating bias in the curriculum and by actively encouraging a broader group of students to take part. — CC2001 Report, Chapter 13 Why Diversity is Important • Equality of access is an important ethical principle. • Greater diversity among those who create computing technology ensures that those technologies are relevant to and usable by a wider range of people. • More specifically, the male-dominated tradition of computing leads to an overall culture of technological machismo, as evidenced by modern computer games. • Despite the economic downturn, there continues to be a shortage of highly productive software developers. • Becoming a high-productivity software developer requires a rare combination of skills, creativity, and temperament, making it all the more critical to look for such talent in as wide a population as possible. C. P. Snow on Educating Women It is one of our major follies that, whatever we say, we don’t in reality regard women as suitable for scientific careers. We thus neatly divide our pool of potential talent by two. — The Two Cultures, 1959 What Makes CS Different? • Experience in computer use prior to college differs markedly with gender, ethnic background, and economic class; in other technical fields, prior exposure tends to be more balanced. • The flexibility of software allows computers to reflect their cultural environment more strongly than other technologies do. • The culture of the computing milieu is different from that found in most scientific communities. Although it is by no means universal, there is some truth in the stereotypical images attached to programming and programmers. • Computer programming tends to encourage highly focused behavior, almost to the point of obsession. • Differences in individual productivity are much more highly pronounced in computing than in most disciplines. Variations in Programmer Productivity • In 1968, a study by Sackman, Erikson, and Grant revealed that programmers with the same level of experience exhibit variations of more than 20 to 1 in the time required to solve particular programming problems. • More recent studies [Curtis 1981, DeMarco and Lister 1985, Brian 1997] confirm this high variability. • Many employers in Silicon Valley argue that this productivity variance is even higher today, perhaps as much as 100 to 1. Effect of High Productivity Variance Number of individuals Break-even point? Competitive pressure to increase salaries Individual Productivity Employment Patterns by Discipline Fraction of professionals with degrees in that discipline: Fraction of disciplinary graduates employed in that profession: SOURCE: National Science Foundation/Division of Science Resources Statistics, SESTAT (Scientists and Engineers Statistical Data System), 1999, as presented by Caroline Wardle at Snowbird 2002 Strategies to Promote Diversity • Work to increase the number of students taking computer science, which will tend to increase the diversity of the program. • Redesign the introductory sequence to make it accessible to a wider audience. • Provide diverse role models for undergraduates at every level of the educational process, including those who are only one or two years more advanced in age and experience. • Develop peer-support networks and provide funding for activities. • Make sure entering students understand the range of opportunities in computer science. • Establish bridge programs that target students who are at greatest risk of leaving technical fields. • Engage undergraduates in both teaching and research. • Give all students the opportunity to reach their own potential. The Bermuda Project In 1997, Stanford initiated a project to design a new CS curriculum for Bermuda’s public secondary schools. We now have three courses in place, the first of which is taken by all students. More information on the Bermuda Project is available from the project web site: http://bermuda.stanford.edu The Bermuda Project Over the five years, many people have worked on the Bermuda Project, from both Computer Science and the School of Education. Faculty: Eric Roberts (Computer Science), Brigid Barron (Education) Project Director: Caitlin Kennedy Martin Students: Rob Baesman, Shireen Braithwaite, Caroline Clabaugh, Karen Corby, Katherine Emery, Nicholas Fang, Tom Fountain, Maria Fredricsson, Anita Garimella, Osvaldo Jimenez, Marissa Mayer, Jennifer McGrath, Emma Mercier, Alex Osipovich, Kristin Pilner, Michael Ross, Tenicia Sicard, Andrew Simons, Luke Swartz, Shane Witnov Computer Forum Support: Suzanne Bentley Bigas Principal Funders: XL Insurance, Ltd.; B-TEC Foundation B-TEC Producer and Inspiration: Diane Miller About Bermuda • British overseas territory lying 600 miles east of North Carolina • Local parliament with Labor majority since 1998 • Land area just over 20 square miles (one-third the size of Washington DC) • Total population of 62,000 (roughly the size of Palo Alto) • Two public high schools (Berkeley and CedarBridge), in which over 90% of the students are black • Considerable national wealth from tourism and companies relocating to Bermuda as a tax haven An Observation from Margaret Mead Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has.