Abstract:

The low presence of women in fields related to Science, Technology, Engineering and Mathematics (STEM) is a well-known fact. Gender stereotypes or the lack of female role models, both in education and professional environments are factors which influence this situation. Current concepts such as “syndrome of the imposter”, “the Matilda effect” or “glass ceiling” help making visible the problem related to technology and gender.

Integrating gender perspective in all dimensions is a concern at international, European and Spanish levels [1]. The University is not an exception, as gender perspective is a comprehensive policy aiming at promoting gender equality and diversity in research, teaching and management [4].

In the case of teaching, it is still a pending challenge to effectively consider the gender perspective. Its inclusion brings both benefits to lecturers as well as to students in the form of tools and strategies to identify and avoid gender stereotypes, norms, and social roles. In addition, it allows for understanding global needs and interests of the population without bias and to select relevant content, not dominated by androcentrism. Ultimately, it can prevent “gender blindness” and change everyone’s attitude towards their future academic and professional life.

The aim of the work is to include the gender perspective in a first-year Programming course included in five technological studies at the University of Balearic Islands (UIB). We work in different lines:
- Analyze the students’ interests, knowledge and perception of gender aspects in technological contexts. We compiled data from 149 students using an adaption of the GENCE questionnaire: GENder perspective in Computer Engineering [2].
-Update the educational resources by including content of women who contributed to computer science, specifically to the topics taught in the course. For example, when explaining the concepts of compiler or interpreter, we introduced Grace Hopper and the first compiler A-0.
- Review the educational resources regarding language: we checked the use of inclusive language following the guidelines given by the Office for Equal Opportunities between Women and Men at the UIB [3].
- Develop products and activities that make visible female computer scientists and their contributions. In this sense, we created virtual bookmarks with short biographies for the world book day and a virtual reality (VR) museum. The VR Museum allows users to tour and visit the exhibition of female computer scientists and listen to their main contributions or visit the video room to know more about their life.

The methodology used and the working lines can be applied to other courses to transform the subjects and promote the gender perspective.

References:
[1] Agencia per a la Qualitat del Sistema Universitari de Catalunya. “Marco general para la Incorporación de la perspectiva de género en la docencia universitaria”, 2019.
[2] A. García-Holgado, F.J. García-Peñalvo, J. Mena, C. González. “Pretest y postest para evaluar la introducción de la perspectiva de género en la docencia de asignaturas de Ingeniería Informática”. 2017
[3] Oficina per a la Igualtat d'Oportunitats entre Dones i Homes de la UIB. “Guies per l'ús inclusiu o no sexista del llenguatge”.
[4] T. Verge Mestre, T. Cabruja Ubach. La perspectiva de gènere a la docència i a la recerca a les universitats de la Xarxa Vives: Situació actual i reptes de futur. Xarxa Vives d’Universitats. 2017

Keywords:

Gender perspective, equality, programming, University.