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首页> 外文期刊>Journal of women and minorities in science and engineering >FEMALE STUDENTS IN COMPUTER SCIENCE EDUCATION: UNDERSTANDING STEREOTYPES, NEGATIVE IMPACTS, AND POSITIVE MOTIVATION
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FEMALE STUDENTS IN COMPUTER SCIENCE EDUCATION: UNDERSTANDING STEREOTYPES, NEGATIVE IMPACTS, AND POSITIVE MOTIVATION

机译：计算机科学教育的女学生：了解刻板印象，负面影响和积极的动机

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摘要

Although female students engage in coding courses, only a small percentage of them plan to pursue computer science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.
机译：虽然女学生参与编码课程，但它们只有一小部分，他们计划在选择职业道路时作为专业追求计算机科学（CS）。兴趣的性别差异，归属感，自我效能，以及CS的参与已经存在于早期。本文概述了CS中的性别刻板印象，并总结了CS课程中12至15次经验的负面印象，以及可能导致女孩对CS感兴趣的影响。本文的研究涉及自2006年以来发表的28个同行评审条款的系统审查。审查点的调查结果表明了无助，无私，和计算机科学中的女孩的陈规定型形象。它可能比令人讨厌的令人讨厌的男性对应物更令人不安，而不是令人讨厌的男性对应物，因为它植根于妇女在技术上无能为力并且对CS职业生病的概念。因此，女孩认为他们必须是自然的超智能，以便在CS中追求CS的研究，而不是激励，兴趣和专注于在这些领域取得成功。其次，基于审查，总结了包容性CS教育的建议。提交人认为，为了使CS更加包容，文化影响，以及CS教室和CS教育的陈规定型化，需要被认为是有害的。通过直接鼓励，指导计划或仅限女生举措，通过赋予女性学生赋予女学生来消除这些刻板印象和文化思想。

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