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Work in Progress Women and Minorities in Computing

Recommended Citation: Shortt, D, W Cukier, S Inkpen, and K A Grant. Gender and Information Technology: The Math Challenge. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §343d. ISSN: 1542-7382.

Gender and Information Technology: The Math Challenge

Handout

Denise Shortt    [a1] [a2]
School of Information Technology Management
Ryerson University    [u1] [u2]
Toronto, Ontario, Canada    [c1] [c2]

Wendy Cukier    [a1] [a2]
School of Information Technology Management
Ryerson University    [u1] [u2]
Toronto, Ontario, Canada    [c1] [c2]

Sarah Inkpen    [a1] [a2]
School of Information Technology Management
Ryerson University    [u1] [u2]
Toronto, Ontario, Canada    [c1] [c2]

Kenneth A. Grant    [a1] [a2]
School of Information Technology Management
Ryerson University    [u1] [u2]
Toronto, Ontario, Canada    [c1] [c2]

This paper examines the impact that mathematics admission requirements may have on female enrolments in information technology programs and by extension IT professions. Recent research has called into question the use of mathematics as a necessary requirement and essential predictor of success in IT programs and professions. In the context of the evolving multidisciplinary nature of the IT industry and the resulting broadening skill set required for success in IT, it has been suggested that multiple entry points should be encouraged and accepted. Specifically, this paper focuses on a university undergraduate program in information technology management that saw a significant drop in female enrolment when mathematics was introduced as a mandatory requirement. In response, the university developed a pilot study to further analyze this change in participation rate and to determine if the math requirement was serving as an unintended barrier to entry for female students. The pilot program was also intended to increase alternative points of entry to IT for students with nontraditional backgrounds. This paper outlines the design of the pilot project and provides a preliminary report of findings as well as suggested plans for a future long-term study. The results of the pilot raises some questions that should be of interest to educators especially those interested in gender equity and who may be involved in admission policy and/or curriculum design and development.

Keywords: gender, information technology, mathematics, education

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