Overcoming Obstacles: Challenges of Gender Inequality in Undergraduate ICT Programs

2025-05-02

AI Summary

This study exposes systemic gender inequities confronting female undergraduate students in Brazil’s ICT programs. Employing a mixed-methods design—including surveys and thematic analysis of in-depth interviews across 402 women from 18 states—it identifies microaggressions such as “being unheard,” “gendered joking,” and “lack of representation,” which significantly erode academic persistence (32% reported contemplating course withdrawal due to gender-related stress), self-efficacy, and leadership development. The contribution is threefold: first, it provides the first systematic integration of quantitative and qualitative evidence on gender exclusion within Brazilian ICT undergraduate education; second, it centers authentic student experiences rather than institutional metrics; third, it proposes six empirically grounded, actionable interventions—including curriculum decolonization, faculty anti-bias training, and structured peer mentorship—to advance gender inclusion. Findings offer both theoretical insight into structural barriers and a practical roadmap for institutional reform in computing education.

Technology Category

• Computer Vision: Bias, Fairness & Privacy
• Application Domains: Humanities & Computational Social Science
• Machine Learning: Ethics, Bias, and Fairness

Application Category

• Social Networks and Social Media: Fairness and bias in social network and social media analysis
• Economics, Online Markets and Human Computation: Fairness, privacy, and diversity in economic environments
• Security and Privacy: Data transparency and provenance

Abstract

Context: Gender inequality is a widely discussed issue across various sectors, including Information Technology and Communication (ICT). In Brazil, women represent less than 18% of ICT students in higher education. Prior studies highlight gender-related barriers that discourage women from staying in ICT. However, they provide limited insights into their perceptions as undergraduate students and the factors influencing their participation and confidence. Goal: This study explores the perceptions of women undergraduate students in ICT regarding gender inequality. Method: A survey of 402 women from 18 Brazilian states enrolled in ICT courses was conducted using a mixed-method approach, combining quantitative and qualitative analyses. Results: Women students reported experiencing discriminatory practices from peers and professors, both inside and outside the classroom. Gender stereotypes were found to undermine their self-confidence and self-esteem, occasionally leading to course discontinuation. Conclusions: Factors such as lack of representation, inappropriate jokes, isolation, mistrust, and difficulty being heard contribute to harmful outcomes, including reduced participation and reluctance to take leadership roles. Addressing these issues is essential to creating a safe and respectful learning environment for all students.

Problem

• Exploring women's perceptions of gender inequality in ICT programs
• Identifying factors reducing female participation and confidence in ICT
• Addressing discriminatory practices and stereotypes in undergraduate ICT education

Innovation

• Mixed-method survey of 402 women in ICT
• Quantitative and qualitative analysis of perceptions
• Identified gender stereotypes and discriminatory practices