Representation in ICT
Associated with the presentations utilized in the Gender and Diversity Conference (9 March, 2018) along with the Career-Building Workshop (8 March, 2018) and associated conversations with speakers and participants at both occasions. We incorporate findings of textual materials associated with these activities and HBP Open that is“gender”-related Calls. Furthermore, we consulted policy papers concerning the Horizon 2020 research framework. As of this time, ladies are mostly underrepresented within ICT education and training in the united states and European countries (Nedomova and Doucek, 2015; Pechtelidis et al., 2015; Sax et al., 2017; though see Varma and Kapur (2015) for Asia as a contrasting instance and Wakunuma (2007) for the instance of Zambia). A litany of publications and articles through the decade that is previous the problematic experiences of females in computing education and relevant procedures (Fisher and Margolis, 2002; Henwood, 2000; Papastergiou, 2008; Cheryan et al., 2009; Misa, 2010). This mirrors issues of representation in educational leadership (Monroe et al., 2014), especially in Science, tech, Engineering and Mathematics (STEM) procedures, and supports the full instance for considering representation in computing separately (Sax et al., 2017).