Tag Archive: CRA-W

Articles relevant to the CRA Committee on the Status of Women in Computing Research (CRA-W).

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Expanding the Pipeline – Simply Smarter: 2017 Tapia Conference Celebrates Diversity


The 2017 ACM Richard Tapia Celebration of Diversity in Computing is being held September 20-23 in Atlanta Georgia. This year’s theme, Diversity: Simply Smarter, evokes the basic yet irrefutable concept that diversity is simply the smarter choice. Research by social scientists has repeatedly shown that teams made up of diverse members have a great potential for innovation than homogeneous teams. Whether we seek innovation, intelligence, creativity, strength or beauty of ideas, the best outcomes come from a diverse set of perspectives, a diverse set of experiences, and a diverse set of people.

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Expanding the Pipeline: Broadening Participation in Computing Fields by Preparing More Professionals with Disabilities


Most broadening participation efforts have focused on women and underrepresented minorities. However, for more than 10 years, AccessComputing has been funded by the National Science Foundation (NSF) to increase the successful participation of students with disabilities in academic programs and careers. AccessComputing addresses underrepresentation by providing multiple activities for students with disabilities.

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Expanding the Pipeline: Beyond Graduate Admissions – Strategies for Diversifying the Computer Science Workforce


With graduate enrollment increasing for women in computer and information sciences, the entry point for the field’s educational pipeline is more robust than ever. Yet, it appears that the challenge remains to increase retention and completion of degrees. In order to expand the pipeline, our efforts must focus on both recruitment of potential talents and support throughout graduate studies that leads to desired career outcomes.

May InfographicMay Infographic

More CREU Students Attend Graduate School Compared to Other REU Students


This infographic compares post-graduation plans of undergraduate students with different REU (Research Experience for Undergraduates) experiences using CERP’s annual spring survey for graduating students. Specifically, CRA-W/CDC Alliance’s Collaborative Research Experiences for Undergraduates (CREU) participants, students who participated in other REUs, and students with no REU experience were compared in terms of whether they were attending graduate school (Master’s or Ph.D.) in the upcoming fall semester. The students included in this analysis are men from racial/ethnic groups who are underrepresented in computing and women because the CREU program is targeted specifically toward these students. Approximately the same number of women and men are in all three groups.

CERP TeamCERP Team

Expanding the Pipeline: The Social Science Side of CERP


The CRA’s Center for Evaluating the Research Pipeline (CERP) turns four years old this month. During the past four years, CERP has been working steadily toward its goal of building diversity in computing through evaluation and social science research. CERP is staffed by Director Jane Stout, Research Scientist Burcin Tamer, and Research Associate Heather Wright. As seen on CERP’s About page, CERP staff are an eclectic mix of social scientists with expertise in quantitative and qualitative methods and a passion for diversity research.

SandhyaSandhya

Expanding the Pipeline: Interview with Sandhya Dwarkadas


Sandhya Dwarkadas is the Albert Arendt Hopeman Professor of Engineering and and Chair of the Computer Science Department at the University of Rochester, with a secondary appointment in Electrical and Computer Engineering. Dwarkadas has made contributions to hardware- and software-based shared memory implementations and system reconfigurability, and has 12 U.S. patents. She is a CRA-W board member, and is currently on the editorial board of CACM Research Highlights and IEEE Micro.

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Expanding the Pipeline: Characteristics of Male and Female Prospective Computer Science Majors – Examining Four Decades of Changes


Several years ago, after devoting many years to the study of the gender gap in STEM fields using nationwide data on first-year college students, it became clear to me that the study of STEM in the “aggregate” was no longer a realistic or useful way to examine women’s progress in these fields. Not only does women’s representation in undergraduate STEM vary dramatically by field (constituting as many as 58% of bachelor’s degree earners in the biological sciences and only 18% of degree earners in computer science and engineering [NCES, 2015]), but STEM fields are distinct from each other in many other ways, including curriculum, career paths, and the types of students they attract.