During the spring semester of 2014, we asked a sample of undergraduate students who were graduating/had graduated during the 2013-2014 academic year about their plans for the after graduation. 84% of students planned to continue pursuing computing in some capacity. The vast majority of students (62%) had plans to work in a computing field right after college. Of the full sample, only 9% planned to pursue a PhD in the field of computing.

One hundred eighteen graduate students (n = 75 women, n= 143 men) indicated (a) the degree to which they endorse the stereotype that women are less capable in computing that men; (b) how much they felt they “belong” in computing and (c) their self-efficacy in computing. Men endorsed the negative stereotype to a greater degree than women, p < .01. However, among women, stronger endorsement of the negatively stereotype was associated with a lower sense of belonging and lower sense efficacy in computing, ps < .05; men’s stereotype endorsement was unrelated to their belonging and self-efficacy. These results highlight the importance of fostering a stereotype-free training environment so that women’s self-concept in computing is unconstrained by negative cultural beliefs about their ability.

251 faculty members (82 women; 169 men) from a sample of 56 computing departments in the U.S. indicated that they feel over worked (i.e., the average response was above the midpoint). Women reported feeling significantly more overworked than men, p < .05. One explanation for this gender difference may be that women tend to take on more responsibilities outside of their normal workload than men (e.g., departmental or university service).