This term refers to the decrease in the female-male ratio for those involved in computing from early student years to working years.

University of Michigan - Ann Arbor

Empirical literature identifies several factors contributing to the gender gap in computer science, including belonging uncertainty and self-efficacy beliefs, the 'pipeline shrinkage' problem (the female-to-male ratio narrowing from student years into careers), gender differences in computer-task performance and motivation, and CS-education-specific barriers such as prior computing experience, lack of role models, and departmental encouragement and support. The subtopics below organize these factors as documented in the reviewed studies.

Factors contributing to the Gender Gap in Computer Science

Berdousis, I. & Kordaki, B. (2015). Gender Differences and Achievement in Computer Science: A Case Study. Procedia - Social and Behavioral Sciences, 191, 1161-1166. https://doi.org/10.1016/j.sbspro.2015.04.233

Gender Differences and Achievement in Computer Science: A Case Study

- different experiences with computers prior to entering college (men had more previous computing experience that often lead to women feeling less confident in their abilities)
- mathematics and programming focussed first year courses
- the lack of departmental encouragement and support
- the low number of women role models in computer science 
- the lack of collaborative work in the classroom 
- gender discrimination 
- wider cultural stereotypes of computer science’s heavy workload, social isolation, and gamer-mentality (women feel alienated from the male-centered computer science culture).  


Factors influencing the Computer Science Gender Gap

Analyzing the results of the questionnaires, the research study discovered differences between male and female computer science students, based on several different factors: 

- gains: what the student could benefit from learning computer science
- engagement: whether or not the student was willing to study computer science
- motivation: why the student wanted to learn computer science
- barriers: the obstacles that could lead to quitting their studies, such as values, teaching quality, and satisfaction
- all of these can lead to retention: whether or not the student would be willing to continue with computer science

Reasons for CS Students to Study Computer Science

- loss of interest in CS early on in life
- positive attitudes towards CS
- varying levels of motivation
- family support
- lack of role models

Other reasons for female discouragement and lower participation in computer science disciplines

Students’ experienced sense of belonging has been shown to positively influence many aspects of education, including motivation, performance, retention, and general well-being
- Belonging Uncertainty: concern about the quality of one’s social ties or about whether one would be fully included in positive social relationships (note: this is separate from stereotype threat)
- Self-Efficacy Beliefs: a person’s confidence in his or her ability to accomplish certain tasks; these beliefs can influence career-related decisions

Belonging Uncertainty and Self-Efficacy

- this study sought to analyze differences in performance on a computer task for males and females
- explored motivation as a way to explain the differences they found

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