In the last 10 years, the computing community has started paying more attention to the lack of gender diversity in the field. There have been myriad programs introduced to amend the problem, including awareness-raising campaigns, out-of-school and in-school courses, workshops, and camps. At the national level, there are policy movements to include computer science as a high school graduation requirement, new recruitment practices and other organizational reforms introduced at the university and industry levels, and more. Many of these movements have been evaluated, and many have shown promise that they have, or will, make a difference in their local context. However, to understand whether or not all of these interventions, taken together, have actually “moved the needle,” we need to review the longitudinal data. How have girls’ and women’s representation in computing at the various levels changed, if at all, over time? And are we seeing any positive trends?

The 2014 ACM Richard Tapia Celebration of Diversity in Computing Conference was held in Seattle, WA, February 5-8, 2014. The conference is the premier event for the Coalition to Diversity Computing (CDC) and presented by CMD-IT. The conference is now in its eighth year but it is now on a yearly cycle. The goal is to bring together a diverse group of technical leaders to lead discussions in the state-of-the art in computing and technology. The Tapia conference has a tradition of providing a supportive networking environment for under-represented groups of students and professionals, across the broad range of computing and information technology, from science to business to the arts to infrastructure.

On March 6, 2013, the day before the SIGCSE 2013 Symposium in Denver, Colorado, the CRA-W provided a full-day Career Mentoring Workshop for Educators (CMW-E) for women faculty and graduate students interested in teaching careers. Specifically, the workshop targeted women faculty early in their career who are in teaching-track or teaching-focused positions or female graduate students close to finishing their PhD who are interested in such teaching positions. By co-locating with SIGCSE, the attendees are encouraged to stay to attend the SIGCSE Symposium.