Academic Journal
Rethinking Entry Requirements for Gender Diversity in CS Education: A Case Study of Student Performance in an Introductory Programming Course
| Title: | Rethinking Entry Requirements for Gender Diversity in CS Education: A Case Study of Student Performance in an Introductory Programming Course |
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| Authors: | Lisa Sällvin, Lena-Maria Öberg, Jörgen Söderback, Erik Öberg |
| Source: | Proceedings of the 33rd ACM International Conference on the Foundations of Software Engineering. :1574-1581 |
| Publisher Information: | ACM, 2025. |
| Publication Year: | 2025 |
| Subject Terms: | Technology, Engineering And Mathematics), Stem (science, Economics, Computer Science Education, Entry Requirement, Didactics, Gender Distribution, Human Computer Interaction, Didaktik, Entry Requirements, Human Engineering, Introductory Programming Course, Student Performance, Gender-inclusive, Gender Diversity, Education Computing, Learning Barriers, Social Sciences Computing, Case-studies, Prior Experience, Cs1, Engineering Education, Students, Curricula |
| Description: | The gender distribution in computer science (CS) education remains uneven, with a persistent underrepresentation of women. One challenge in improving diversity is that many women choose non-technical tracks in high school, and therefore often lack the required mathematics qualifications for STEM educations. The purpose of this study was to investigate gender differences in performance and challenges in an introductory programming course and examining the impact of prior experience. The course is part of a CS program with a balanced gender ratio and relatively low mathematical prerequisites compared to similar programs in Sweden, allowing students with backgrounds in social sciences, economics, or humanities to apply. Bringing in students from diverse academic backgrounds may offer valuable perspectives and contribute to a broader understanding of computer science. The study was based on observations, a survey, and longitudinal statistics of student performance. Our analysis showed that women and men passed the course at equal rates, and struggled with similar learning barriers, regardless of their prior knowledge in mathematics. However, prior experience in programming may have played a role in grade differences, with men tending to achieve higher average grades. These findings raise interesting questions about whether lowering entry requirements, particularly in mathematics, could be a viable approach to improving gender balance in computer science education. |
| Document Type: | Article Conference object |
| File Description: | application/pdf |
| DOI: | 10.1145/3696630.3728694 |
| Access URL: | http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-55435 |
| Accession Number: | edsair.doi.dedup.....2a9129cd855de74e79a78ab78beaabe6 |
| Database: | OpenAIRE |
| DOI: | 10.1145/3696630.3728694 |
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