Communications of the ACM
I'm a stranger here myself: a consideration of women in computing
SIGUCCS '92 Proceedings of the 20th annual ACM SIGUCCS conference on User services
Attracting women to tertiary computing courses
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Women in computing: where are we now?
Communications of the ACM
On the retention of female computer science students
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
An unlevel playing field: women in the introductory computer science courses
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Viewing video-taped role models improves female attitudes toward computer science
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Why Are There So Few Female Computer Scientists?
Why Are There So Few Female Computer Scientists?
Departmental differences can point the way to improving female retention in computer science
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Gender and programming: what's going on?
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
The effect of student attributes on success in programming
Proceedings of the 6th annual conference on Innovation and technology in computer science education
An ACM-W literature review on women in computing
ACM SIGCSE Bulletin - Women and Computing
African American women in the computing sciences: a group to be studied
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
A multidisciplinary information management and systems program: pearl or peril?
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A study of learning environments associated with computer courses: can we teach them better?
Journal of Computing Sciences in Colleges
High school environments and girls' interest in computer science
ACM SIGCSE Bulletin
Women catch up: gender differences in learning programming concepts
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Perceptions of Computer Science at a South African university
Computers & Education
Real women don't write programs
ACM SIGCSE Bulletin
What's My Challenge? The Forgotten Part of Problem Solving in Computer Science Education
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
Representation of women in CS: how do we measure a program's success?
Proceedings of the 40th ACM technical symposium on Computer science education
Proceedings of the 14th Western Canadian Conference on Computing Education
Journal of Computing Sciences in Colleges
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Worldwide, there is a significant discrepancy between the numbers of male and female graduates from computer science programs. SUNY Geneseo offers no exception. The literature cites a number of plausible explanations for the problem, but no definitive answers. We conducted a study to determine why few women complete our own computer science major. Our major finding is that (at least on our campus) the problem is not actually one of retention. Few women---even those in the introductory computer science courses---actually plan to major in computer science to begin with. Although some barriers suggested in the literature do operate within the major, they seem much less significant than the low entry rates. Retention of women once they enter the major is important, but it is secondary to getting women into the major initially. This suggests that the most effective solutions will be those that concentrate not on retention but on recruitment (including outreach to secondary schools).