Representation in ICT

Associated with the presentations utilized in the Gender and Diversity Conference (9 March, 2018) along with the Career-Building Workshop (8 March, 2018) and associated conversations with speakers and individuals at both activities. We incorporate findings of textual materials concerning these occasions and HBP Open that is“gender”-related Calls. Also, we consulted policy documents associated with the Horizon 2020 research framework. Only at that time, ladies are mainly underrepresented within ICT education and training in the united states and Europe (Nedomova and Doucek, 2015; Pechtelidis et al., 2015; Sax et al., 2017; though see Varma and Kapur (2015) for Asia as a contrasting instance and Wakunuma (2007) when it comes to instance of Zambia). A litany of publications and articles through the previous ten years traces the problematic experiences of females in computing education and relevant procedures (Fisher and Margolis, 2002; Henwood, 2000; Papastergiou, 2008; Cheryan et al., 2009; Misa, 2010). This mirrors issues of representation in educational leadership (Monroe et al., 2014), especially in Science, Technology, Engineering and Mathematics (STEM) procedures, and supports the full situation for considering representation in computing separately (Sax et al., 2017).

Initiatives intended to boost the percentage of “women and underrepresented minorities” in STEM and ICT are regarded as a solution that is multi-purpose problems of professional labour shortage, a means of fuelling innovation or as a way of shaping an even more diverse, representative future (Roberts et al., 2002; Lagesen, 2007; Henwood, 2000; Bosch, 2015; Rodriguez and Lehman, 2017). Continue reading →