2023 ASEE Annual Conference & Exposition

Contrary to the long-standing initiatives to improve gender equity in the STEM field, computer science and engineering disciplines have progressed reversely (Blaney, 2020). Studies show that although there has been an increase in women earning PhDs in computer science and engineering, the percentage of female faculty members has not increased as much (Blaney & Wofford, 2021). That evidence suggests that both female students and female faculty are marginalized groups in computer science and engineering. Yet, little is known about how female faculty construct their roles and responsibilities to advance gender equity. Guided by the identity and position theory, affordance theory, and mentor-mentee framework, this qualitative study explores female faculty perceptions of their roles and responsibilities in computer science and engineering. The study will also collect data from male computer science and engineering faculty to analyze how attitudes, behaviors, and performances vary due to gender differences. Findings will explain whether teachers’ gender identity influences their perceived roles and responsibilities and how they carry out their roles and responsibilities in interactions with students, especially female students. The study will provide theoretical insight into gender equality in computer science and engineering and provide appropriate support to female faculty who can serve as role models and mentors to female students in computer science and engineering.
 

Reference
Blaney, J. M. (2020). Gender and leadership development in undergraduate computing: A closer look at women’s leadership conceptions. Computer Science Education, 30(4), 469-499.
Blaney, J. M., & Wofford, A. M. (2021). Fostering Ph. D. aspirations among upward transfer students in computing. Computer Science Education, 31(4), 489-511.