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Abstract
Universities are reflections of our societies and are tasked with educating the next generation of experts. The computer science (CS) phenomenon, with its high-paying jobs, attracts more students than ever to the CS undergraduate major. One may wonder why women are underrepresented in the CS major if they constitute half of university enrollment and technological consumers. For this reason, the underrepresentation of women in CS demands further investigation and understanding. The underrepresentation of women in CS can affect the next generation of researchers, industry professionals, and role models. If this underrepresentation in education persists, there is a risk of widespread gender-biased technology lacking women’s valuable inputs and contributions in all sectors of society (Sax et al., 2017, p. 259).
The literature review revealed that the gender gap in CS has not always been a problem, but that societies and institutions have impacted women’s successes and representation (Ehrlinger et al., 2018). The challenges they face are present in all aspects of university culture once they enter higher education and the CS major (Varma, 2016; Steele, 2010). This qualitative research study explored the motivations and experiences affecting whether women chose to persist in or leave the CS major. The findings in this study provided valuable insights for educational policy reforms and intervention strategies to help prospective students complete their degrees and make CS gender-balanced in universities and, ultimately, the workforce, research, and innovation (National Center for Science and Engineering Statistics [NCSES], 2021; National Science Foundation [NSF], 2021).
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