Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-vfjqv Total loading time: 0 Render date: 2024-04-26T08:48:55.923Z Has data issue: false hasContentIssue false

Part II - Regional Perspectives

Published online by Cambridge University Press:  10 October 2019

Carol Frieze
Affiliation:
Carnegie Mellon University, Pennsylvania
Jeria L. Quesenberry
Affiliation:
Carnegie Mellon University, Pennsylvania
Get access
Type
Chapter
Information
Cracking the Digital Ceiling
Women in Computing around the World
, pp. 73 - 118
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abreu, A. (2011). National Assessments of Gender, Science, Technology and Innovation: Brazil. Prepared for Women in Global Science and Technology and the Organization for Women in Science for the Developing World: Brighton (Canada).Google Scholar
Americas Society/Council of the Americas and Junior Achievers America. (2018). Overcoming the Skills Gap in Latin America: Challenges, Solutions, and Recommendations White Paper. www.as-coa.org/articles/overcoming-skills-gap-latin-america-challenges-solutions-and-recommendations.Google Scholar
Ashcraft, C., Edger, E. K., and Scott, K. A. (2017). Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing. Anthropology & Education Quarterly, 48(3), 233251.CrossRefGoogle Scholar
Avitabile, C. (2017). The Rapid Expansion of Higher Education in the New Century. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group.Google Scholar
Bonder, G. (2015). Nation Assessments in Gender and STI: Argentina Report. Women in Global Science and Technology (WISAT), the Organization for Women in Science for the Developing Worl (OWSD), the Elsevier Foundation, and GenderInSITE (Gender in Science, Innovation, Technology and Engineering. https://genderinsite.net/sites/default/files/Argentina_GE-KS.pdfGoogle Scholar
Carniado, P. M. (2000, October). Gender Issues in the Measurement of Paid and Unpaid Work. Paper presented at the United Nations Expert Group Meeting on Methods for Conducting Time-Use Surveys, New York City, New York. Retrieved April 2002 from www.un.org/Depts/unsd/timeuse/xptgrpmtg.htm.Google Scholar
Chen, L. Y. (2018). Chinese Investor Bet on Latin America for Next Tech Gold Rush. Bloomberg.com. www.bloomberg.com/news/articles/2018-03-04/chinese-startups-export-playbook-to-latin-america-for-new-riches.Google Scholar
Cheryan, S., Master, A., and Meltzoff, A. N. (2015). Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes. Frontiers in Psychology, 6, 49.Google Scholar
Correa, T. (2010). Framing Latinas: Hispanic Women through the Lenses of Spanish-Language and English-Language News Media. Journalism, 11(4), 425443.Google Scholar
Costa, G (2018). Latin America Is Primed to Be the Next Global Tech Spot. World Economic Forum, https://techcrunch.com/tag/latin-america/2018/07/23/the-tech-investment-wave-has-reached-latin-america/.Google Scholar
Diekman, A. B., Eagly, A. H., Mlandinic, A., and Ferreira, M. C. (2005). Dynamic Stereotypes about Women and Men in Latin America and the United States. Journal of Cross-Cultural Psychology, 36(2). http://dx.doi.org/ 10.1177/0022022104272902.CrossRefGoogle Scholar
Economic Commission for Latin America and the Caribbean (ECLAC) (2014). The Software and Information Technology Services Industry: An Opportunity for the Economic Autonomy of Women in Latin America. Santiago: United Nations Economic Commission for Latin America and the Caribbean.Google Scholar
Economic Commission for Latin America and the Caribbean (ECLAC) (2018). Economic Survey of Latin America and the Caribbean 2018. Evolution of Investment in Latin America and the Caribbean: Stylized Facts, Determinants and Policy Challenges. Briefing paper.Google Scholar
Englander, K., Yáñez, C., and Xochitl, B. (2012). Doing Science with a Culture of Machismo and Marianismo. Journal of International Women’s Studies, 13(3), 6568.Google Scholar
Ferreyra, M. (2017). The Demands of Side of the Higher Education Expansion. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978–1-4648–1014-5.CrossRefGoogle Scholar
Ferreyra, M., Avitabile, C., Álvarez, J., Paz, F., Urzúa, S. (2017). At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.CrossRefGoogle Scholar
Flores, M., and Melguizo, A. (2018). Latin America Has the Biggest Skills Gap in the World. Here’s How to Bridge It. World Economic Forum, www.weforum.org/agenda/2018/03/latin-america-has-the-biggest-skills-gap-in-the-world-here-s-how-to-bridge-it/.Google Scholar
Fouad, N. A., Chang, Wen-Hsin, Wan, M., and Sing, R. (2017) Women’s Reasons for Leaving the Engineering Field. Frontiers in Psychology, 8, Article 875. http://dx.doi.org/10.3389/fpsyg.2017.00875.Google Scholar
Frieze, C., and Quesenberry, J. L. (2015). Kicking Butt in Computer Science: Women and Computing at Carnegie Mellon University. Indianapolis, IN: Dog Ear Publishing.Google Scholar
Gasparini, L., and Marchionni, M. (2015). Female Labor Force Participation: The Evidence. In Bridging Gender Gaps. Gasparini, and Marchionni, , editors. Center for Distributive and Social Studies.Google Scholar
Gasparini, L., and Marchionni, M. (2017). Declaration in Female Labor Force Participation in Latin America. Economía, 18(1), 197224.CrossRefGoogle Scholar
Global Tech Firms and Investors Are Reshaping Latin America’s Start-Up Environment. Tech Crunch.com, https://techcrunch.com/tag/latin-america/2018/02/27/global-tech-firms-and-investors-are-reshaping-latin-americas-startup-environment/.Google Scholar
Hewlett, S. A., and Luce, C. B. (2005). Off-Ramps and On-Ramps: Keeping Talented Women on the Road to Success. Harvard Business Review, 83, 4346.Google Scholar
Hewlett, S. A., Luce, C. B., Servon, L. J., Sherbin, L., Shiller, P., Sosnovich, E., et al. (2008). The Athena Factor: Reversing the Brain Drain in Science, Engineering, and Technology (Harvard Business Review Research Report). Boston: Harvard Business Publishing.Google Scholar
Hill, P. W., McQuillan, J., Talbert, E. J., Spiegel, A. N., Gauthier, G. R., and Diamond, J. (2017). Science Possible Selves and Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence. Social Sciences, 6(2), 55.Google Scholar
Huyer, S. (2016). Is the Gender Gap Narrowing in Science and Engineering? UNESCO Science Report: Towards 2030, 2nd revised edition. United Nations Educational, Scientific and Cultural Organization.Google Scholar
Lemarchand, G. A. (2016). Chapter 7: Latin America. In UNESCO Science Report: Toward 2030, pp. 174209. UNESCO Publishing.Google Scholar
Melguizo, A., and Pages-Serra, C. (2017). In Latin America, Companies Still Can’t Find the Skilled Workers They Need. World Economic Forum on Latin America. www.weforum.org/agenda/2017/03/in-latin-america-companies-still-can-t-find-the-skilled-workers-they-need/.Google Scholar
Misa, T. J. (2010). Gender Codes: Why Women Are Leaving Computing. IEEE Computer Society. Hoboken, NJ: John Wiley & Sons.Google Scholar
Paz, F. (2017). Equity, Quality, and Variety of Higher Education. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.Google Scholar
Schwalje, W. (2011). The Prevalence and Impact of Skills Gaps on Latin America and the Caribbean. Journal of Globalization, Competitiveness, and Governability, 5(1), 1630.Google Scholar
Snyder, K. (2014). Why Women Leave Tech: It’s the Culture, Not Because “Math Is Hard.” Fortune.com, http://fortune.com/2014/10/02/women-leave-tech-culture/.Google Scholar
Tandon, N. (2012), A Bright Future in ICT Opportunities for a New Generation of Women. Digital Inclusion, International Telecommunication Union (ITU). www.itu.int/ITU-D/sis/Gender/Documents/ITUBrightFutureforWomeninICT-English.pdf.Google Scholar
UNESCO. (2016). UNESCO Science Report: Toward 2030. UNESCO Publishing.Google Scholar
Urzúa, S. (2017). The Economic Impact of Higher Education. In At a Crossroads: Higher Education in Latin America and the Caribbean. World Bank Group. http://dx.doi.org/10.1596/978-1-4648-1014-5.Google Scholar
World Economic Forum (WEF) (2016). The Global Gender Gap Report 2016. Insight Report. Switzerland.Google Scholar

References

Bandura, A., Barbaranelli, C., Vittorio, C., and Pastorelli, C. (2001). Self‐efficacy Beliefs as Shapers of Children’s Aspirations and Career Trajectories, Child Development, 72(1), 187206.Google Scholar
Blum, L., Frieze, C., Hazzan, O., and Dias, B. (2007). Culture and Environment as Determinants of Women’s Participation in Computing. In Reconfiguring the Firewall: Recruiting Women to Information Technology across Cultures and Continents, Burger, C. J., Creamer, E. G., and Meszaros, P. S. (eds.), pp. 109133. A K Peters, Ltd.Google Scholar
Dewitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B., and Wong, B. (2010). High Aspirations but Low Progression: The Science Aspirations–Careers Paradox amongst Minority Ethnic Students. International Journal of Science and Mathematics Education, 9(2), 243271.Google Scholar
Eidelman, L., and Hazzan, O. (2005). Factors Influencing the Shrinking Pipeline in High Schools: A Sector-Based Analysis of the Israeli High School System. In Proceedings of SIGCSE 2005 – The 36th Technical Symposium on CS Education, St. Louis, MO, pp. 406410.Google Scholar
Eidelman, L., and Hazzan, O. (2007). Eccles’ Model of Achievement-Related Choices: The Case of CS Studies in Israeli High Schools. In Proceedings of the 38th Technical Symposium on CS Education, Covington, KY, pp. 2933.Google Scholar
Eidelman, L., and Hazzan, O. (2008). Sectoral and Gender-Wise Analysis of the Choice of CS Studies in Israeli High Schools. Journal of Computers in Mathematics and Science Teaching, 27(4), 391422.Google Scholar
Frenkel, A., and Maital, S. (2012). Technion Nation: Technion’s Contribution to Israel and the World. Samuel Neaman Institute. www.neaman.org.il/en/Files/technion-nation.pdf.Google Scholar
Frenkel, M. (2008). Reprogramming Femininity? The Construction of Gender Identities in the Israeli Hi-Tech Industry between Global and Local Gender Orders. Gender, Work and Organization, 12(4), 352374.Google Scholar
Hazzan, O., Gal-Ezer, J., and Blum, L. (2008). A model for High School CS Education: The Four Key Elements That Make It! In Proceedings of the 39th Technical Symposium on CS Education, Portland, OR, pp. 281285.Google Scholar
Hazzan, O., and Levy, D. (2006). Women, Hi-Tech and the Family-Career Conflict. In The Encyclopedia of Gender and Information Technology, Trauth, E. (ed.), pp. 12971302. Hershey, PA: GI Publishing.CrossRefGoogle Scholar
Hazzan, O., Levy, D., and Tal, A. (2005). Electricity in the Palms of Her Hands: The Perception of Electrical Engineering by Outstanding Female High School Pupils. IEEE Transactions on Education, 48(3), 402412.Google Scholar
Main, J. B., and Schimpf, C. (2017). The Underrepresentation of Women in Computing Fields: A Synthesis of Literature Using a Life Course Perspective. IEEE Transactions on Education, 60(4), 296304.CrossRefGoogle Scholar
Mazuz-Harpaz, Y., and Kirl, Z. (2017). Springboard to the Hi-Tech, Ministry of Finance, Israel. http://mof.gov.il/ChiefEcon/EconomyAndResearch/Pages/ArticlesSet.aspx; http://mof.gov.il/ChiefEcon/EconomyAndResearch/ArticlesSet/Article_10092017.pdf (in Hebrew).Google Scholar
Sensor, D., and Singer, S. (2009). Start-Up Nation: The Story of Israel’s Economic Miracle. Twelve.Google Scholar

References

ANSD. (2015). Senegal: Demographic and Continuous Health Survey (DHS-Continuous) 2014. Dakar. www.dhsprogram.com/pubs/pdf/FR305/FR305.pdf.Google Scholar
ANSD (2016). Report on National Survey on Employment in Senegal, 2015. Dakar. www.ansd.sn/index.php?option=com_ansd&view=titrepublication&id=33.Google Scholar
Beyene, H. (2015). Final Report National Assessment: Ethiopia. Brighton, Canada: Women in Global Science and Technology (WISAT) and the Organization for Women in Science in the Developing World (OWSD). Retrieved from http://wisat.org/wp-content/uploads/National-Assessment-on-Gender-and-STI-Ethiopia.pdf.Google Scholar
Chege, N. (2015). How Women in Tech Are Changing IT Training. The Nation, July 25.Google Scholar
CREFAT. (2014). Domestic Work in Senegal: 30% of GDP to Be Valorised, Policy Brief no. 2. https://crefat.univ-thies.sn/img/uploads/1415310849crefat.pdf.Google Scholar
Frosina, N. L., and Mwaura, G. M. (2016). An Assessment of Gender Mainstreaming in STI and the Knowledge Society in Kenya. Brighton, Canada: Women in Global Science and Technology. Retrieved from http://wisat.org/wp-content/uploads/National-Assessment-on-Gender-and-STI-Kenya.pdf.Google Scholar
Groupe d’experts associés (DEA). (2017). Enquête Intégration du genre dans le secteur des TICs (Survey on the Integration of Gender in the ICT Sector). 2017. Unpublished. Dakar.Google Scholar
Masanja, V. G., Masanja, J. K., and Masanja, R. K. (2016). The Gender Equality and the Knowledge Society (GE-KS) in Rwanda. Brighton, Canada: Women in Global Science and Technology. Retrieved from http://wisat.org/wp-content/uploads/National-Assessment-on-Gender-and-STI-Rwanda.pdf.Google Scholar
Muringi, I., Bukare, A., Atim, S., Boyle, A., and Dauvergne, M. (2015). Final Report for the GEKS Uganda National Assessment (Vol. 256). Brighton, Canada: Women in Global Science and Technology. Retrieved from https://owsd.net/sites/default/files/National Assessment on Gender and STI - Uganda_1.pdf.Google Scholar
National Institute of Statistics Rwanda (NISR). (2013). Statistical YearBook 2013. Retrieved from www.statistics.gov.rw/publication/statistical-yearbook-2013.Google Scholar
National Institute of Statistics of Rwanda (NISR). (2015). [Rwanda], Ministry of Health (MOH) [Rwanda], and ICF International. 2015. Rwanda Demographic and Health Survey 2014–15. Rockville, MD: NISR, MOH, and ICF International.Google Scholar
National Institute of Statistics Rwanda (NISR). (2016). Statistical YearBook 2016. Retrieved from www.statistics.gov.rw/publication/statistical-yearbook-2016.Google Scholar
Ndiaye, Oumy Khairy. (2013). “Is the Success of M-Pesa Empowering Kenyan Rural Women?” Feminist Africa, no. 18: 156–161.Google Scholar
Republic of Kenya. (2010). The Constitution of Kenya. Nairobi.Google Scholar
Rwabuhihi, R. (2017). Republic of Rwanda Labour Market Policies, Gender and Poverty Eradication: The Experience of Rwanda. Kigali: Republic of Rwanda.Google Scholar
Sarr, F., and Wade, A. (2017). Assessment of Gender Equality in the Knowledge Society in Senegal. Brighton, Canada: Women in Global Science and Technology and the CGIAR Climate Change, Agriculture and Food Security Programme (CCAFS). Retrieved from http://wisat.org/wp-content/uploads/NH-EN-Senegal-_Final.pdf.Google Scholar
Uganda Bureau of Statistics (UBOS). (2014). Uganda National Household Survey 2012/2013. Kampala, Uganda: UBOS.Google Scholar
Uganda Bureau of Statistics (UBOS). (2017). Uganda National Household Survey 2015/2016. Kampala, Uganda: UBOS.Google Scholar
United Nations Educational, Scientific and Cultural Organization. (2012). Economic Empowerment and Functional Adult Literacy Programme. Country Profile: Kenya. www.unesco.org/uil/litbase/?menu=4&programme=145.Google Scholar
World Economic Forum. (2016). Global Gender Gap Report. Economic Opportunity and Survival, Educational Attainment, Health and Survival, and Political Empowerment. http://reports.weforum.org/global-gender-gap-report-2016/results-and-analysis/.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×