The first problem concerns the stereotypical image of the computer programmer. The general public tends to see computer scientists as either wild-haired mad scientists plotting the destruction of the world, or neon white skinned (with a touch of green from the video display) nerds with thick glasses and no social graces (Levy, 1984, p. 130). This is an image that is not particularly appealing to anyone, men or women, but men seem to be less concerned about it and seem to be easily caught up in the passion of their work.
Discrimination against women in the sciences is often more subtle than outright (Frenkel, 1990 & Pearl et al., 1990). Women often report feelings of invisibility, patronizing behavior, and doubted qualifications. This tends to make women regard the academic environment as unfriendly. Some women also feel awkward about asking male students for help, as it might be viewed as "coming on" to them (Frenkel, 1990, pp. 36-7).
The discrimination in the secondary schools is sometimes more blatant. Several women reported (Feminism conference, 1990) that they were discouraged or forbidden outright to take any science classes other than biology and were not allowed to take any advanced math classes. Since this is where most students get their initial introduction to computers, it is one more incident that discourages women from undertaking any type of science or engineering course of study.
One of the other problems in the secondary schools is the computer software that students are first exposed to is not gender neutral (Pearl et al., 1990, p. 49). The software often uses male aggressive role models. However when the characters in the software are gender neutral, the girls were more aggressive and better than the boys. When students were told they would be playing "Missile Command," the girls replied they weren't good at that game, or indicated they weren't interested in playing that game (Frenkel, 1990, p. 40). When educational software is writ- ten for boys, or "students," it tends to be modeled on aggressive game playing, but when specifically written for girls, it is classified as a learning tool.
Since women are not encouraged to pursue careers in computer science, this leads to the lack of female mentors and role mod- els, and the studies that show the positive effects of same-sex role models are numerous. Women need to see that it is possible to have a rewarding career in computer science, either in indus- try or in advanced academic research and teaching.
Women need to be actively encouraged to pursue careers in computer science, and science and engineering in general. The computer science field in particular is young and can still be shaped by its practitioners before the molds harden. Karen Frenkel (1990) writes, "How many ideas, that could have been contributed by women, will never surface in computer science." Furthermore, what might the adverse consequences of this be on society in general as computers become more important in the work force and the field of education. Since women make up half the population, their input is needed and necessary. Women should actively pursue this intellectually rewarding and chal- lenging career option.
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