The underrepresentation of women in Computer Science remains a significant issue. Stereotypes portraying Computer Science as a male-dominated field, populated by people who prefer solitude and have an obsessive interest in technology, are known to deter women from pursuing and staying in Computer Science careers. These stereotypes are often perpetuated by educational materials, further discouraging female participation.
This study investigates the extent to which course materials from two introductory Computer Science courses at Delft University of Technology, 'CSE1300: Reasoning and Logic' and 'CSE1500: Web and Database Technology', reflect these documented stereotypes. By analyzing characters and scenarios depicted in textbooks, lecture slides, and videos, the research assesses whether these materials reinforce gender biases.
The methodology involves a comprehensive inventory and classification of characters based on gender, social interactions, and interests. The findings suggest that both courses frequently employ stereotypical representations, especially making use of male examples, potentially contributing to the persistence of gender biases in Computer Science education. Addressing these issues by promoting diverse and inclusive examples in educational content could be a step toward increasing female retention in Computer Science programs.