Diversity

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Diversity
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Building a positive climate for diversity in CoC

• Definitions
• Why important to computing
• Snapshot of CoC goals for diversity
• Role of communication in making a difference
• Implications for your work with students
• Resources for you..

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• TOPIC A Develop an official statement for the
  CoC to use about the value of diversity in
  computing.
• TOPIC B What kind of diversity do you expect to
  see in GTs CoC classrooms?

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CoC Student Diversity
1352 undergrad students 486 grad students (208
MS, 278 PhD)

• African American 5
• Asian 28
• Caucasian 67
• Hispanic 2
• Other ethnicities 1.1
• Female 12

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3 times more international grad students than
undergrads

• CoC - GT
• Grads 47.5
• Undergrads 16

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• Blind Admissions Process at GT
• So

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In terms of ability all new GT freshmen are in a
level playing field upon entry

• Mean high school gpa 3.74 (3.69)
• Mean SAT 1336 (1366)

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Fall 2003 freshman class

• Certain of grad school 47
• Certain/very certain of major 73
• Commuters 7
• Working Part-time 21 (14)
• Valedictorian 10 (3)
• First Generation 27 (9)

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Hispanic and AA Trends Are Low and Steady

• National CS Bachelors Recipients
• 2002 2001 2000 1999
• African Americans 3 3 4 4
  
• Hispanics 4 4 3 4
• 2001-2 CRA Taulbee Survey

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CoC Under-Represented Undergrads

• CoC F02 1stYr
  F03 GT
• African Americans 5 4
  6 6
• Hispanics 2 3
  3 3

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Degrees Awarded to Women Nationally Changes
from 1993 to 2000

• Math/Stats ? 8.9
• Bio/Life Sciences ? 20.7
• Engineering ? 38.3
• Physical Sciences ? 44.6
• Computer Science ? 24.5 (still dropping)

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CoC is significantly low in enrollment of
undergraduate women in comparison to national
averages

• CS-BS U.S. degrees awarded to women in 2002 24
• CoC BS-CS degrees 10
• Retention of women in CS is lower than men - same
  true for minorities

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Our challengesTo ensure that CoC climate and
curriculum is supportive and responsive to all
students. At the same time we must develop a
recruiting plan to educate students about
computing.
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• Classroom Dynamics

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Our Filters..

• We all come to the table with multiple realities
  and identities.

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Impact for you as a TA?

• Flash judgements
• Hidden biases
• Assumptions
• Gender differences in the classroom
• Cultural differences in communication
• Learning style differences
• Potential outcome differences for different
  students

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Use new NSF web resource on gender and race
equity in computer science and information
technologyhttp//www.josanders.com/portal/index.
htmhttp//www.josanders.com/equitytext/mod4_07.ht
m
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General Principles for Teaching All Students

• Don't overlook capable but quiet students.
• Give male and female students equal attention in
  advising and mentoring
• Give female and male students equal attention and
  equally specific feedback.
• Monitor classroom dynamics to ensure that
  discussion does not become dominated by more
  aggressive students.

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• Vary the classroom structure to include more than
  just competitive modes of learning.
• Revise curricula if necessary to include female
  experiences, and to include them in more than
  just stereotypical ways.
• Increase wait time the amount of time you allow
  for students to formulate an answer to a question
  in class.

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• Avoid sexist language in classroom discussions,
  lectures, and in written materials that you
  distribute to the class.
• Do not ask female students to perform activities
  you would not request of male students or vice
  versa.
• Adapted from Teaching a Diverse Student Body (p.
  9), by N. Loevinger, 1994, University of
  Virginia.

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Stay Involved with the Topic

• CoC Diversity Advisory Board 11/13
• Joanne McGrath Cohoon - Faculty role in
  increasing retention of women in CS lunch 11/13
• Input into development of materials to be used to
  recruit
• Unlocking the Clubhouse Fisher and Margolis
• Achieving Gender Equity in Science Classrooms, A
  Handbook for Faculty - Brown Univeristy, et al.

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• Our goal is to become known as the place for
  diversity in computing education.
• Significant increase in women and other
  underrepresented minorites.
• We can do this with your support.