Predicting performance in an introductory computer science course
Communications of the ACM
The effect of high school computer science, gender, and work on success in college computer science
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
Communications of the ACM
The incredible shrinking pipeline
Communications of the ACM
Toward improving female retention in the computer science major
Communications of the ACM
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
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Keynote address: Expanding the audience for computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Gender differences in computer science students
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Retaining females in computer science: a new look at a persistent problem
Journal of Computing Sciences in Colleges
Why Are There So Few Female Computer Scientists?
Why Are There So Few Female Computer Scientists?
Will they stay or will they go?
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Collaborative learning: towards a solution for novice programmers
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Girls, computer science, and games
ACM SIGCSE Bulletin
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
Women in CS: an evaluation of three promising practices
Proceedings of the 41st ACM technical symposium on Computer science education
Closed labs in computer science I revisited in the context of online testing
Proceedings of the 41st ACM technical symposium on Computer science education
Game programming in CS0: a scaffolded approach
Journal of Computing Sciences in Colleges
Losing their marbles: syntax-free programming for assessing problem-solving skills
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Student and teacher views of the internet
ACM Inroads
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
ACM Transactions on Computing Education (TOCE)
Rethinking advising: developing a proactive culture to improve retention
Proceedings of the 2011 conference on Information technology education
Using targeted conferences to recruit women into computer science
Communications of the ACM
Scale to Measure Attitudes Toward Information Technology
International Journal of Information and Communication Technology Education
Scale to Measure Attitudes Toward Information Technology
International Journal of Information and Communication Technology Education
Framing classroom climate for student learning and retention in computer science
Proceedings of the 45th ACM technical symposium on Computer science education
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The proportion of computer science (CS) bachelor's degree recipients who are women has consistently been small and is declining. This study investigates factors that predict performance and persistence in an undergraduate CS program and explores why even high-achieving students leave the undergraduate "CS pipeline." The factors that predict achievement and retention sometimes interact in complex, unexpected ways. Male students who earned less than a B in an introductory CS course were more likely to take the next course in the curriculum than were women who earned less than a B. Achievement is a factor in even high-achieving students' decision to leave CS; loss of interest can accompany loss of confidence. Level of achievement was predicted by various background factors including Scholastic Aptitude Test scores, the number of Calculus courses taken before entering the CS program, amount of access to a computer at home, prior computing experience, and having a mentor or role model during high school. Most of these factors also predicted persistence beyond the first two courses required for a CS major. Curiously, women in the introductory CS course who reported having low exposure to specific programming skills outperformed women who reported having a high level of programming experience. The reverse was true of men. Further investigation provided evidence that women who develop programming skills while in high school might do so at the expense of developing other skills that strongly predict CS achievement, particularly math skills.