Female-inclusive Practices for Software Engineering and Computer Science Higher Education: A Literature Review Yekaterina Kovaleva1,†, Ari Happonen1,∗,† Manuel B. Garcia2,† and Jussi Kasurinen1,† 1 LUT University, Yliopistonkatu 34, 53850 Lappeenranta, Finland 2 FEU Institute of Technology, Padre Paredes St, Sampaloc, Manila, 1015 Metro Manila, Philippines Abstract There have been discussions about the gender gap in STEM majors. While some fields (e.g., Biomedical Sciences) have a high proportion of women workers, the Computer Science (CS) and Software Engineering (SE) disciplines are lacking female specialists. Universities worldwide are implementing different practices to attract more women to the CS and SE programs. This literature review aims to collect literature on this topic, identify the research tendencies, and collect female- inclusive practices. This paper presents the main findings from analyzing 143 selected papers from five academic databases (IEEE, ACM, Web of Science, Science Direct, and Scopus). The analysis revealed the need for inclusivity across all education stages, emphasizing practical studies beyond the classroom. Twenty-eight gender-inclusive practices were identified. Keywords software engineering, computer science, ICT, gender, diversity, education, literature review 1 1. Introduction education and guide implementation and further research. This study sought to answer the following The low ratio of women in STEM interests researchers research questions: around the world [10]. Special attention is paid to the RQ1: What is the state-of-the-art gender research in fields that face higher gender imbalance: Mechanical and SE and CS tertiary education? Electrical Engineering, Physics, Math, and Computer This question aims to provide an overview of the Science [26, 33]. Gender balance in tech may bring many current state of gender research, specifically within benefits to the field. Firstly, there is a growing demand Software Engineering and Computer Science higher for ICT and high-tech technology specialists, and education. It sets the foundation for understanding this bringing more women to the field may fill the workforce area's existing literature and knowledge base. gap [42]. Secondly, diversity brings innovative ideas and RQ2: Which gender-inclusive practices are provided stimulates knowledge-sharing and innovative thinking in the literature? [89]. And thirdly, diverse teams have a better This question focuses on identifying existing understanding of different users’ needs [25]. gender-inclusive practices documented in the literature. The understanding of the gender challenges in SE It seeks to compile a comprehensive list of strategies and and CS education, different students’ needs, and approaches that have been proposed or implemented to practices that help to eliminate the gender gap may help promote inclusivity in SE and CS education. universities and other tertiary educational institutions RQ3: To what extent have these practices been to achieve a better balance in the programs. researched, and are they ready for implementation? This study aims to summarize current knowledge This question delves deeper into the effectiveness regarding gender-inclusive practices in Software and readiness of the identified gender-inclusive Engineering (SE) and Computer Science (CS) higher practices. It seeks to assess the level of research and TKTP 2024: Annual Doctoral Symposium of Computer Science, 10.- jussi.kasurinen@lut.fi (J. Kasurinen); 11.6.2024 Vaasa, Finland 0000-0002-8069-3905 (Y. Kovaleva); 0000-0003-0744-1776 (A. ∗ Corresponding author. Happonen); 0000-0003-2615-422X (M.B. Garcia), 0000-0001-9454- † These authors contributed equally. 8664 (J. Kasurinen) yekaterina.kovaleva@lut.fi (Y. Kovaleva); © 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). ari.happonen@lut.fi (A. Happonen); mbgarcia@feutech.edu.ph (M.B. Garcia); CEUR ceur-ws.org Workshop ISSN 1613-0073 Proceedings evidence supporting each practice and determine their 3. Method feasibility for implementation in SE and CS higher education settings. To build an understanding of existing knowledge, we used the Scoping Literature Review that, by its nature, 2. Background attempts to build a comprehensive understanding of the existing research activities [68]. The search was Historically, labor division was explained by different performed systematically, and the sample is based on the physical strength requirements and cultural beliefs search results from five academic publication databases regarding gender roles. Nowadays, technologies have (Scopus, IEEE, ACM, Web of Science, Science Direct) replaced humans in many physical tasks and allowed aiming to summarize current knowledge regarding women to enter previously male-dominated professions. gender-inclusive practices in Software Engineering (SE) However, the gender gap persists in many fields, and Computer Science (CS) higher education. including Computer Science (CS), Software Engineering The review process started with literature selection, (SE), physics, mathematics, etc. which consisted of the following stages: keyword Social factors like the pressure of stereotypes, generation and tests, literature collection, and inclusion dominant social norms, and habits currently explain the [72]. low female presence in tech [22]. For example, one Firstly, keywords were generated. Logically, they sociocultural habit is encouraging boys to develop their were divided into three groups: “gender keywords,” computer skills, while girls rarely play computer games “educational level,” and “SE and CS.” After several or participate in advanced computer classes [55]. At search tests and modifications, we ended up with the school ages, educators and parents may influence their following list of keywords, presented in Figure 1. career decisions based on social norms [40, 85]. Young Considering the fast growth of SE and CS industries, women who faced gender discrimination during their the search for publications was limited, starting from childhood and adolescence most likely will feel less 2015 to 2022. The search was also limited to the confident about entering the male-dominant field [22, literature in English. After the exclusion of duplicates, 33]. Even women already studying CS as their major rate the total number of found literature samples from the their computer, mathematics, and intellectual skills selected five databases was 882 unique studies. Then, the lower than male students [54]. Therefore, even if girls selection and exclusion processes were initiated. This decide to enter engineering fields by choosing an process consisted of the following steps: inclusion educational program in technology and later a criteria identification, title-based evaluation, abstracts- technology-related career, there is still a considerable based evaluation, and finally, full text-based evaluation. risk that they keep feeling discomfort and drop out of For the inclusion, we have identified the following school or switch to another career path [14, 51] as criteria: women are 2.5 times more likely to leave a computing career than men [55]. • The study should be focused on a female However, the feeling of belonging and self-efficacy experience or gender differences. beliefs may be fixed by gender-inclusive interventions • The study must be related to higher education. [9, 61]. For example, the study by Lewis et al. found that • The study must focus on CS, SE, or ICT. some students could easily reject the stereotypes about computer science when they could provide an example During the evaluation, 143 publications were of cases when the reality did not match these stereotypes selected for the final list. The full process is presented [51]. Thus, even by sharing and promoting non- in Figure 1. stereotypical stories, society can move forward to the Then, following the study goal, we performed a gender balance in CS. Indeed, there are more complex literature analysis to understand the current state of measures that could be implemented in different research, summarize gender-inclusive practices, and institutions to close the gender gap. At the university define the focus of future research. The following level, these activities could be introduced in enrollment, sections contain the main findings of this literature learning processes, social activities, and more [43]. The analysis. explanations of the current situation and possible solutions for better gender balance are already presented in the literature. This study will help to systematize the body of knowledge about gender research in SE and CS tertiary education and summarize the gender-inclusive practices that researchers suggest. Figure 1: Keywords and search process. 4. Results programming on male and female students. At the same time, Al-Tahat et al. [3] assessed the impact of 3D visual The included academic publications literature set practical implementations on female students' consisted of 105 conference papers, 36 journal articles, performance in computer programming. The university- and 2 book chapters. level group considers observations, activities, and strategies that go beyond the classroom. Thus, 4.1. Literature overview Narayanan et al. [63] describe the recruitment process, which emphasizes the opportunities for computing jobs During analysis, the literature was grouped based on the and their real-world impact, providing tutoring, building following dimensions: research results, focus area, and a learning community among students, and having students’ experience. The literature distribution map is internships during the program. Janzen et al. [35] , in presented in Figure 2. addition to special approaches to the courses, suggest The “research results” dimension presents the main supporting informal activities, clubs, and celebrations of output of every research paper; it consists of women in computing. From a broader perspective, we “observations and explanations,” “proposals,” and consider the papers that suggest a more complex “practical implementations.” Literature from the approach, requiring additional observations or “observations and explanations” provides an initiatives outside the university activities. Thus, for understanding of the experiences of female students instance, Main and Schimpf [55] , in their study, from SE and CS and their main characteristics. investigate different life stages of women in CS. Wang “Proposals” suggest what could be done to improve the et al. observe social factors that define female intentions gender situation. And “practical implementations” to study CS [85]. The analysis showed that the majority provide the results of implementing gender-inclusive (81) of papers focus on the University level in general, initiatives. The total number of studies in each group is 46 study courses or initiatives, and only 16 overviews a 59, 35, and 49, respectively. broader perspective. Considering the “focus areas,” papers could be The authors investigate female students’ grouped into those focusing on courses or initiatives, experiences in the field: enrollment, learning process, university-level activities, or broader perspectives. At a interest and motivation, and persistence. course level, researchers observed the student’s behavior in class and suggested techniques to improve the female experience in the course. For example, Ying and colleagues [88] investigated the effect of pair Figure 2: Literature map. Most (64) publications consider the learning process However, most of them present initiatives the main focus of the study. A little less common (47) are implemented in the learning process. studies that study female interest and motivation in Therefore, more practical studies regarding general, then enrollment (19) and persistence (13). enrollment, interest and motivation, and The following observations addressing the RQ1 can persistence are needed. be seen from this map: 4.2. Literature analysis 1. The smaller the focus area is, the more practical tests researchers make. Testing the To answer the RQ2 and RQ3, further analysis was measures and assessing their effectiveness in a focused on the “Research Results” dimension. To classroom context is easier than in the understand which gender-inclusive activities university or society. Meanwhile, observing researchers suggest, “Practical implementation” and female behavior and feelings from the course “Proposals” were analyzed. perspective could expand the understanding of Practical implementations present the results of potential improvements that are needed in the actions that were tested and implemented in practice. learning process. Proposals suggest ways to improve the CS and SE 2. From the students’ experience perspective, programs. They are based on literature, interviews, only 13 of the studies consider female early-stage practical tests, and other promising results persistence in the field. If society aims to have that suggest the need for more practical tests. a gender balance in CS and SE education and Overall, the practices were combined into 28 the industry in general, there is a need to categories, as presented in Table 1. Not all the activities ensure the inclusivity of all stages of the are specifically focused on gender. However, they educational process not only to attract more proved to have a positive impact on female audiences. women but also to lead them to graduation and Therefore, the practices were divided into gender- employment. specific and gender-neutral [43] recommendations. 3. There is low interest in female enrollment. Indeed, improving the learning environment and female education experience in SE and CS education is important. However, it is impossible to achieve a gender-balanced program without increasing the number of women entering the university to study SE and CS. 4. Overall, there is a quite high number of practical studies investigating the phenomena. Table 1 Gender-inclusive practices. Gender-inclusive practice Practical Proposals Description implementations Gender-specific recommendations Outreach activities [10, 12, 16, 24, 28, 39, 48, [2, 6, 11, 32, 37, 74, 77] Promotion of computing through 50, 60, 63, 65, 70, 71, 73, 79, 80] engagement: school visits, workshops, hackathons, summer camps, etc. Building female community [35, 45, 63, 64, 76, 86, 87] [2, 5, 7, 32, 36, 37, 47, 58, Arranging networking opportunities for 78, 84] female students outside of classes Female-focused marketing [28, 75] [2, 58, 59] Including female-inclusivity in marketing activities and materials Gender talks [24, 75] [27, 32, 34, 58, 84] Acknowledging gender issues in and outside of the class and presenting successful female speakers Diverse teaching staff [75] [4, 34, 36, 47] Ensuring faculty diversity Female-only environment [50, 87] Making female-only courses, events, and programs Targeted recruitment [38] [6, 36] Having quotas for women Gender-inclusive materials [1, 62] [37, 52, 69] Ensuring that educational materials are free from stereotypes and biases Inclusive environment [56, 76] [4, 8, 13, 36, 58, 81, 84] Ensuring that the university has diversity- supporting policies, zero tolerance for discrimination; covering female needs, etc. Creation of a diversity- [7] Creating separate department responsible for focused action group diversity Faculty training [7, 8, 18, 19, 34, 36, 53, Educating teaching staff about gender- 59, 69] inclusive tactics and principles in education Gender-neutral recommendations Industry collaboration [15, 86] [27, 37, 47, 59, 77] Involving industry in education Gamification [3, 38, 44, 66, 67] [27, 29] Using gamification in educational processes Mentoring [10, 23, 38, 44, 45, 63, 64, [4, 7, 8, 19, 27, 32, 36, 37, Support students with mentors and tutors 76, 79, 86] 52, 53, 58, 77, 78, 84] Preliminary training [10, 63, 75] [53, 74] Filling the educational gaps before the program/course starts Growth mindset [15] [41, 84] Encouraging students to focus on learning and interventions expanding their knowledge Practical focus [12, 30, 31, 35, 38, 41, 45, [2, 47] Focusing education on practical 63, 75] implementations of knowledge Teamwork/peer-learning [30, 35, 38, 44–46, 49, 50, [6, 37, 52, 78, 81, 84] Encouraging collaboration and working in a 75, 88] team Physical computing [12, 39, 80, 83] Using hardware, robots, etc. in studies Flipped classroom [49, 79] [37] Combining in-class and self-learning Focus on impact [1, 38, 57, 63, 67, 70] [5, 20, 82, 84] Demonstrating social effect of computing Collaboration with parents [28, 64, 70] [6, 8] Educating parents and high school teachers and high-school teachers about computing Real-life focus [12, 17, 30, 35, 38, 41, 44, [36, 84] Providing relatable examples and tasks 67] Use of social media [41] Using social media in education Storytelling [67] Creating learning based on narrative Interdisciplinarity [65] [37, 59, 84] Making cross-disciplinary tasks, courses, and programs Professional orientation [2, 5, 6, 37, 47, 77, 84] Educating students about their career prospects; supporting their employment Project/problem-based [31, 35, 45, 50] [27, 37, 81, 84] Engaging students in problem and project- learning based tasks Based on the frequency of appearance in the Physics, Math, and Computer Science, remains a literature, the recommendations for researchers and significant concern globally. Achieving gender balance practitioners were made and presented in Table 2. in technology fields holds immense potential benefits, including addressing workforce shortages, fostering Table 2 innovation through diverse perspectives, and Recommendations for researchers and practitioners enhancing user-centric design. Practically tested This study addresses the gender gap in Software • Outreach activities Engineering (SE) and Computer Science (CS) higher • Mentoring education by summarizing current knowledge on • Teamwork/peer-learning gender-inclusive practices and providing guidance for • Practical focus implementation and further research. • Real-life focus The methodology employed a Scoping Literature • Building female community Review to comprehensively understand existing • Focus on impact research activities regarding gender-inclusive • Gamification practices in Software Engineering (SE) and Computer • Project/problem-based learning • Physical computing Science (CS) higher education. The review process Needed to be introduced in practice began with systematic searches across five academic publication databases, namely ACM, IEEE, Scopus, • Inclusive environment • Gender talks Web of Science, and Science Direct, resulting in a final • Industry collaboration selection of 143 unique contributing studies. • Diverse teaching staff The analysis of the literature involved grouping • Faculty training based on research results, focus areas, and stages of • Professional orientation the educational process. Within the "research results" Research needed dimension, literature was categorized into • Preliminary training "observations and explanations," "proposals," and • Collaboration with parents and high-school teachers "practical implementations," providing insights into • Female-focused marketing female experiences in SE and CS, suggestions for • Gender-inclusive materials improvement, and outcomes of gender-inclusive • Flipped classroom • Female-only environment initiatives. More practical tests were made on a course • Interdisciplinarity or initiative level as it is easier to evaluate initiatives • Growth mindset interventions and their effectiveness in a classroom setting • Targeted recruiting compared to a university or society-wide context. • Use of social media Meanwhile, observations from the course level are • Storytelling quite limited. Considering female students’ • Creation of a diversity-focused action group experience, the emphasis was largely on the learning process; fewer studies addressed enrollment, Some practices were widely researched and tested motivation, and persistence. Observations from this and proved to be effective in engaging female audiences. analysis highlight the need for inclusivity across all Therefore, they can be actively introduced in university stages of education to achieve gender balance in SE activities to boost diversity. Practices that were and CS, emphasizing the importance of practical mentioned in practical implementations more studies beyond the classroom setting, particularly in frequently (four times or more) are considered enrollment and persistence initiatives. “practically tested” and suggested to be implemented for With a deeper literature analysis, 28 gender- improving diversity. inclusive practices were identified. Some of the On the other hand, some practices are frequently practices are less researched than others, so they proposed (four times or more) as effective ways to engage female students in computing. These practices were grouped according to their frequency of were grouped into “needed to be introduced in practice.” appearance in the literature. The last group combines the most under-researched Tertiary education institutions are suggested to practices and requires additional studies. implement outreach activities, mentoring, teamwork/peer-learning, practical focus, real-life focus, building female community, focus on impact, 5. Discussion and conclusion gamification, project/problem-based learning, and The underrepresentation of women in STEM fields, physical computing for improving gender diversity. particularly in Mechanical and Electrical Engineering, Studies encourage the introduction of an inclusive Richardson. 2020. 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