Programming as an Option for Females in Undergraduate Studies

Full Text (PDF, 221KB), PP.1-8

Views: 0 Downloads: 0


Diana M. Lopez Robledo 1,*

1. University of Puerto Rico in Ponce - Business Administration and Computer Science Department, Ponce, Puerto Rico, USA

* Corresponding author.


Received: 18 Jun. 2018 / Revised: 20 Aug. 2018 / Accepted: 16 Oct. 2018 / Published: 8 Jan. 2019

Index Terms

Programming, females, STEM, high school, Puerto Rico, gender gap, role model


A gender gap exists in undergraduate studies of different careers related to technology.  Previous research investigated differences among gender in Science, Technology, Engineering, and Mathematics (STEM) careers and other investigated what influences females to choose a career in computer science.  Therefore, an exploratory study was conducted to examine high school student’s perceptions about a technology career in Puerto Rico.  The participants on this study were students in different private and public high schools in Puerto Rico, specifically sophomores, juniors and seniors’ females.  A sample (n) of 26 female students answered a questionnaire after attending an introductory programming workshop.  All of the participants considered the programming workshop as a good experience and they would be interested in attending, and also recommend other girls to attend, future programming events.  Results suggest that the highest influence for them to pursue undergraduate studies on a technology program comes from female teachers, mother, and male teachers.

Cite This Paper

Diana M. López Robledo,"Programming as an Option for Females in Undergraduate Studies", International Journal of Education and Management Engineering(IJEME), Vol.9, No.1, pp.1-8, 2019. DOI: 10.5815/ijeme.2019.01.01


[1] Autio, O. (2013). When Talent Is Not Enough: Why technologically talented women are not studying technology. Journal of Technology Education, 24(2), 14-30.

[2] Etzkowitz, H. & Ranga, M. (2011). Gender Dynamics in Science and Technology: From the "Leaky Pipeline" to the "Vanish Box". Brussels Economic Review, 54(2/3), 131-147.

[3] Harris, N., Cushman, P., Kruck, S., & Anderson, R. (2009). Technology Majors: Why are women absent?. Journal of Computer Information Systems, 50(2), 23-30.

[4] Hernandez, Fernández and Baptista. (2010). Metodología de Investigación, 5th Edition. McGraw Hill.

[5] López, D. (2015). Perceptions from Students in Puerto Rico about Information Technology Professionals. Journal of Computer Science and Information Technology. Vol. 3, No. 2; December 2015, pp 39-56. ISSN 2334-2366 Print, 2334-2374 Online.

[6] Lynn, S. (2013). There Are Plenty of Women in Tech. PC Magazine, 43-45.

[7] Martínez, L.; Lugo, I.; Rivera, M. (2007). Participación y Representación por Género en Educación Superior. Consejo de Educación Superior de Puerto Rico.

[8] Powell, A., Dainty, A. & Bagilhole, B. (2012). Gender Stereotypes Among Women Engineering and Technology Students in the UK: Lessons from career choice narratives. European Journal of Engineering Education, 37(6), 541-556.

[9] Quesenberry, J. & Trauth, E. (2012). The (Dis)placement of Women in the IT Workforce: An investigation of individual career values and organizational interventions. Information Systems Journal, 22(6), 457-473. doi:10.1111/j.1365-2575.2012.00416.x

[10] Soe, L. & Yakura, E. (2008). What's Wrong with the Pipeline? Assumptions about gender and culture in IT work. Women's Studies, 37(3), 176-201. Doi:10.1080/00497870801917028.

[11] Varma, R. & Hahn, H. (2008). Gender and the Pipeline Metaphor in Computing. European Journal of Engineering Education, 33(1), 3-11.

[12] Varma, R. & Kapur, D. (2015). Decoding Femininity in Computer Science in India. Communications of the ACM, 58(5), 56-62. Doi:10.1145/2663339.

[13] Verges, N. (2012). De la exclusión a la autoinclusión de las mujeres en las TIC. Motivaciones, posibilitadores y mecanismos de autoinclusión. Athenea Digital (Revista de Pensamiento e Investigación Social), 12(3), 129-150.