Departmental attrition data from one state show that the difference between male and female rates of undergraduate attrition from computer science varies by institution. This analysis suggests that departmental factors are important in attrition from CS. Some CS departments inhibit female persistence at the undergraduate level while other departments promote persistence. The observed variation encourages research that compares departmental characteristics such as structure and culture, and relates them to departmental outcomes. Shifting the research focus to departmental characteristics and outcomes will identify effective methods for retaining women. 1.1 Keywords undergraduate education, gender, retention, attrition 2.

A more extensive bibliography on gender and technology in education, prepared for this

The impact of gender on computer related attitudes, ability, and use has been actively documented, but little research has been done examining how to modify and reduce imbalances. The purpose of this study was to explore the effect of ubiquitous computing (24-hour access to a laptop and the Internet) on gender differences in pre-service teachers with respect to computer attitudes, ability, and use. Regarding computer attitudes, gender differences before the laptop program were observed in only one of the four constructs assessed: future intentions to use computers (behavioral attitude). There were no significant differences in attitude between males and females after the laptop program. With respect to computer ability, males reported having stronger skills in five of the ten ability constructs assessed before the laptop program (operating systems, database software, creating a web page, and programming). There were no significant gender differences in ability after the laptop program, with the exception of programming which continued to favor males. It is speculated that the gender equalization effect observed in this study could have a significant impact on the extent to which technology is used by future students, especially given recent trends in promoting the use of technology in the classroom. OVERVIEW In 1992, Kay reviewed 36 studies on gender and computer related behaviors. While there were clear measurement concerns regarding the assessment of gender

A research project was conducted that examined the interactions between the social networks of young adolescents and their computer usage. Particular attention was focused upon whether computers tend to isolate youthful users. Adult anxiety regarding the damaging effects of computers on children was assessed. Parental involvement, orientation to computers, and gender were the main variables studied. A case study approach was employed to gather observational data regarding the variety of interactional networks that framed the computer experience of a convenience sample of 32 subjects. The data were analyzed in terms of the reflexive co-construction of computer-oriented behaviors and their social interactions. The findings challenged the notion that heavy youthful computer users experience social isolation. Rather it was found that the interpersonal lives and computer activities of early adolescents reflexively amplified each other. Lower involvement of parents resulted in higher rates of peer socialization. Computer gaming was found to promote sociation under certain conditions. Online communication led to interpersonal communication in the presence of preexisting peer relations. It was found that boys were more likely to socialize in relation to computers than were girls. The data were explained as consequences of context and gender-based differentiated styles of world-creating activity. Recommendations were made to parents encouraging a less fearful outlook on computers. Suggestions were offered on how teachers and parents may foster the integrative and developmental use of computers.

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Correspondence concerning this article should be addressed to Filip Lievens,

The purpose of this discussion item is to present the report and recommendations of the

How can teachers ensure that boys and girls have equal opportunity to work with and benefit from computers? Research Tells Us • Male dominance is still prevalent with respect to computer attitudes, ability, and use. • Girls begin to develop increasingly negative attitudes as they reach Grades 7 and 8. • In middle school boys report higher use of computers than their female classmates and significantly higher use by Grade 8. • There is a strong relationship between confidence and computer ability in older students and in adults. ROBIN KAY is an assistant professor in the Faculty of Education at the University

This report describes research into gender and educational background and its relationship with computer self-efficacy and perceptions of Computer Science amongst university students and school students in South Africa. It is important to understand these issues in the specific cultural and economic environment of South Africa.

The purpose of the research study was to describe girls' engagement with computers during middle childhood and to delineate the factors that initiated and sustained the engagement. The research questions were: 1) What patterns distinguish how girls engage in web page development during middle childhood? 2) What roles do environmental and personal factors play in the girls' engagement in the activity of web page development? 3) What are the perceived reasons for the girls' achievement in creating web pages? The research design followed a qualitative case study approach with descriptive methods of data collection. Four participants were selected through nomination by their elementary school principal based on their computer attitude and aptitude. The data collected included interviews, observations, artifacts, and interviewer's reflective notes.