Representation in ICT
Of this presentations used in the Gender and Diversity Conference (9 March, 2018) along with the Career-Building Workshop (8 March, 2018) and associated conversations with speakers and individuals at both activities. We incorporate findings of textual materials associated with these occasions and “gender”-related HBP Open Calls. Additionally, we consulted policy papers concerning the Horizon 2020 research framework. Only at that time, women can be mostly underrepresented within ICT education and training in united states and European countries (Nedomova and Doucek, 2015; Pechtelidis et al., 2015; Sax et al., 2017; though see Varma and Kapur (2015) for Asia as a contrasting instance and Wakunuma (2007) when it comes to instance of Zambia). A litany of publications and articles through the previous ten years traces the problematic experiences of females in computing education and relevant disciplines (Fisher and Margolis, 2002; Henwood, 2000; Papastergiou, 2008; Cheryan et al., 2009; Misa, 2010). This mirrors issues of representation in educational leadership (Monroe et al., 2014), especially in Science, tech, Engineering and Mathematics (STEM) procedures, and supports the instance for considering representation in computing individually (Sax et al., 2017).
Initiatives intended to boost the percentage of “women and underrepresented minorities” in STEM and ICT are regarded as a solution that is multi-purpose problems of specialist labour shortage, an easy method of fuelling innovation or as an approach of shaping an even more diverse, representative future (Roberts et al., 2002; Lagesen, 2007; Henwood, 2000; Bosch, 2015; Rodriguez and Lehman, 2017). Continue reading “Therefore, areas of the HBP strategy talked about here are in relation to first-hand experiences and findings”