,,,,,,,,,,,,
ID,Challenges,Objectives,Types,Design,Countries,Stakeholders,Target Users,Diversity Factors,Parameters of Evaluation,Impact of Interventions,Actionable insights,Limitations
S1,"The main challenge is the need to create inclusive research communities within science and engineering graduate education. This involves addressing issues related to diversity, equity, and inclusion (DEI) in research environments.",Recruiting; Retain,community-building activities/ research communities,"testing the efficacy of community integration for
encouraging girls and women to enter science and
engineering. ",North America,University,"women, students, software engineering",/,observe participation in community activities of women,"Despite the isolation of women in the research community(or perhaps
because of it), women graduate students are more likely than their male colleagues to participate in college-wide activities and organizations outside of their specific research areas","The paper gives general reccomandation to faculties on how important community building activities are and what role they play into encouraging participation for students. ""faculty and administrators need to recognize the positive effect of these pursuits on the overall graduate school experience. Due to their greater experience and better sense of the underlying engineering community, faculty could even suggest new activities which could serve the dual purpose of (i) increasing the sense of community that graduate students feel and (ii) actually involving them in the infomationdissemination and decision-making processes that already exist in the university.""","What has not been determined is
in what ways the current community structure is insufficient, and why women are particularly involved in community-building activities"
S2,"several challenges faced by women in the software industry, including gender bias, lack of mentorship, work-life balance issues, and limited career advancement opportunities",Recruiting; Retain,bottom up strategies: Embrace Equality; Support Women’s Career Growth; Hire More Women; Promote Women’s Groups and Events Women; Empower Women; Support Work-Life Balance,women software developers raised concerns and prove the company with concrete actionable solutions to improve women workspace in their company (bottom-up approach). The company is planning recurrent meetings to plan strategies that address the suggestions provided by the participants.,"Global (India, Brazil, Canada, Others)",Industry,"women, software developers","ethnicity;
mothers needs",Selection of diverse pool of participants (women and other criterias). Shared experience,"The developers suggested effective strategies that can be shared with other employees. Moreover, the results of the investigation had implications for the company. Managers considered the results helpful for the company to understand the current situation and to decide about actions can mitigate the challenges that women currently face and avoid them leaving the company. ","The paper collected challenges and strategies proposed by employees, and those have been shared to the managers at the company. Managers considered the results helpful for the company to understand the current situation and to decide about actions can mitigate the challenges that women currently face and avoid them leaving the company. For the suggestions that are already in place, such as publishing successful stories of women and support groups, the company plans to expand and raise awareness to the employees.","even with the commitment with diversity and inclusion from Ericsson, women still perceive challenges and call for changes."
S3,"aim to address the issue of underrepresentation of women and minorities in undergraduate computing degrees. They explore how communal goals, which emphasize helping others and working collaboratively, can be aligned with computing careers to make them more appealing to a diverse range of students.",Recruiting,Redesign of course structure to embrace diversity factors. communal goal oriented program,"cohort-based service learning program offering: 1) scholarships, 2) merit from passion, 3) service activity mandatory, 4) guests speakers, 5) space study dedicated, 6) supplement for career counseling, 7) students living together in campus",North America,University,"minorities, women, african americans, hispanic, undergraduate",ethnicity,monitoring of percentage of women and minorities attending the course,"The communal goal congruity perspective provides a fresh lens for understanding the lack of diversity in computing, and designing mitigating interventions. We believe that many teachers, scholars, and authors are already making the turn towards increasing service and civic engagement in college curricula, and the communal goal congruity perspective helps provide a theoretical explanation for why this is a good idea.","no actual reccomandations of use, just insights on communal goal perspective","the biggest challenge has been advertising the program. Though the program provides tremendous value to participants, it is surprisingly hard to get students or parents to open an email or read a ier, even when you are o ering up to $10k in scholarship money."
S4,the underrepresentation of women in the programming community. ,Recruiting,coding workshops,"Girls Coding Day:
workshops on HTML/CSS 
+ Girls Coding Day workshops on Python",East Asia - China,University/Industry,"women, adults, no CS background",/,The study used surveys with open-ended questions related to participants’ experiences. The second survey assessed how different components of the event design correlated with participants’ intention to continue learning computer programming (RQ2) and their perception about their coding ability (RQ3). The theory of planning behaviour (TPB) was utilized to assess participants’ intentions to continue learning,"The study assessed the perceived impact of Girls Coding Day on the participants’ coding ability. It also covered their learning experience satisfaction and learning outcome satisfaction. The effectiveness of handouts and the kick-off event were also evaluated. Having mentors can reduce the obstacle of lacking suitable support, which prevented some participants from learning
computer programming earlier.","The paper presents implication regarding the main aspects of the one day event that could be useful  for designs of similar events in the future: Duration of event, kick-off, handouts, mentoring experience","the coding camps took place only 2
to 3 years before we conducted the survey. We were thus not
able to follow up with the participants to assess how many of
them have indeed entered computer programming or related
fields. Our findings may
thus suffer from survivor bias because it is likely that only
those prior participants that are still interested in computer
programming would provide answers. This could also be one
of the reasons for the mainly positive responses to most scales."
S5,"the emergence and impact of informal, female-focused, grassroots communities that help women learn to code. These communities are seen as a response to the male-dominated settings in formal learning environments and workplaces.",Recruiting,community-building activities,A coaching and learning community designed to help women move from Salesforce administrators to software developers through learning to code. virtual women’s coaching and learning series of sessions.,North America,Industry,"women, adults, no CS background",ethnicity,"activity systems analysis (ASA) to investigate this real-world instance of the larger phenomenon using an ethnographic approach. We used ASA to organize and make sense of the data by first creating a table listing the points on the activity system triangle (subject, rules, object, etc.) and filling in the points of the triangle based on the design of the coaching and learning group as described by participants;","This study illustrates that participation in women-focused organizations can lead to entry into software development jobs for some. For women unwilling or unable to complete postsecondary degrees in computing, such informal groups can be key to helping broaden participation in software development","The paper does not presents guidelines or implication for future researchers, but suggests to investigate into crossings between formal, nonformal, and informal settings. Women in this study were assembling resources of many types to create learning opportunities for themselves in software development. Better understanding what resources they draw upon and how those can build upon one another would help us suggest effective pathways to computing not entirely focused on school settings.","Participants in this study were self-selected in terms of their volunteering to be interviewed and to be observed during think-alouds. Due to the self-selecting nature of participation, participants may not be representative of the general population of women taking part in all-women learn-to-code groups. The diversity in backgrounds of participants, however, does give evidence from different types of participants. Participants seeking out such learning activities may be those who are more successful in such settings, as they are actively pursuing such opportunities."
S6,reduction of gap in women's participation in STEM,Promoting,policy development,"Phase 1) develop activities. Phases 2 and 3) conducting meetings, talks, workshop. Phase 4) developing national policy [pages 56-58]. Final deliverable: report containing National Policy for promoting equality between men and women for the development employment and appropriation of Science, ech, Telecomm, and Innovation",Central America,University/Industry/Government,"women, STEM",development countries,"Series of research activities used to definition of public policy. [figure 3, page 56]",Paragraph 7.1,"the paper presents implications regarding industry, academia and government. The paper present a national policy plan for promoting the participation fo women in science and tech careers, job and research projects. One of the few in latin america addressing the gender gap in STEM related fields. ",very few research work has been done to study the causes and possible solutions to gender biases and discrimination towards women in costa rica.
S7,"Investigate the main socio-cultural barriers to female participation in the Bachelor of Software Development at the IT University of Copenhagen (ITU), Denmark. ",Promoting,coding workshop,"Expose students to the basics of programming in a stress-free environment, increasing self-confidence.  
Peer-to-peer support activity run by experienced students working as tutors.
Live coding sessions.",Central Europe - Denmark,University,"university, students, highschool, software engineering",/,"Empirical evidence has been collected through semi-structured
interviews with 38 students (undergraduate and high school) and surveys with 395 students (undergraduate and high school).","Those with no prior coding experience highlighted that extra support activities positively affected both the learning experience and non-cognitive skills such as self-confidence.
Positive outcome of research-based interventions: the percentage of female students admitted to the bachelor in Software Development doubled in one year – from 11% in 2016 to 22% in 2017. Figure 2 shows that this was the steepest raise in percentage of women admitted over the past seven years.  ","results provide important actionable insights
into the socio-cultural barriers that are currently preventing female
students from choosing a computer science education, and show
that it is possible for educational institutions to introduce effective
interventions based on explorative case study analysis and evidence
from existing literature.","The scope of this study was limited to the gender gap in
recruitment of students, but further research to understand possible
gender differences in student retention in CS in Denmark is
strongly recommended.
Lastly, this study has also important implications for policy
developments in the field of software literacy in primary and
secondary school, raising several questions about the possible need
to introduce some elements of CS as mandatory part of the
curriculum in order to prevent the gender gap."
S8,"The study focuses on understanding the complexities and benefits of creating and maintaining diverse software engineering teams at Google. It explores the challenges related to ethnic, racial, and gender diversity within these teams and aims to identify effective strategies for building and sustaining such diversity.",Recruiting; Retain,"organizational support 1) Recruiting and Hiring Practices:
Self-Empowering Hiring Managers; 
Growing the Pool and Pruning Back Assumptions; Ongoing Commitment to Diverse Candidates; Establishing Guidelines and Accountability
2) Initiatives that influence employees to stay in a team: (table 2)","1) Recruiting and Hiring Practices:
Self-Empowering Hiring Managers; 
Growing the Pool and Pruning Back Assumptions; Ongoing Commitment to Diverse Candidates; Establishing Guidelines and Accountability
2) Initiatives that influence employees to stay in a team: (table 2). Shared approaches to recruiting, hiring, and promoting an inclusive environment, all of which create a positive feedback loop.",North America,Industry,"software engineers, managers, diverse teams",race; ethnicity,managers use different evaluation parameters for every  intervention (Table 1 and 2),"The results present factors that impact the software developments teams expeirneces. divided in recruiting and hiring practices and inclusive practices that impact the experiences of engineers from underrepresented groups, which can contribute to these engineers choosing to join or stay on a team.","The paper presents implications for engineering team members as a call to action to help team leaders recruit and retain engineers from underrepresented groups. Implications are for: Engineers, Managers, Leaders","limitations in terms of transferability (our findings may not transfer well to small companies without a mature recruiting program or to open source projects where project members are part-time, unpaid volunteers) and desirability bias (participants may have told the interviewer what they thought the interviewer wanted to hear)"
S9,The authors aim to explore how coding boot camps can help college-educated women transition into computing professions. The study investigates the effectiveness of these programs in addressing the gender gap and supporting women's entry into computing careers,Recruiting,coding bootcamp,"intensive training programs averaging 15.1 weeks and $13,584 in cost",North America,University/Industry,"women, no CS background",/,"Social cognitive career theory (SCCT) was used to investigate the larger context surrounding women entering computing professions through boot camp learning sites. The study focused on the environment, person inputs, learning experiences, self-efficacy, outcome expectations, and job attainments. Data was collected through qualitative research in the Silicon Valley area of California","The study provides insights into how the environment of a booming technology workforce pushes for more trained personnel, leading employers to consider hiring from coding boot camps and inspiring women to consider retraining at boot camps. It also examines the characteristics, backgrounds, and reasons for women entering boot camps. Training at a boot camp can be the catalyst for adult women to enter computing jobs and careers, although they do not level the playing field. Entry-level jobs obtained after boot camp training may be a compromise, not a software development job. In addition, boot camp graduates, in contrast to the women who study computer science at a university, are unlikely to land a job at large, well-known, established technology companies immediately upon graduation.","The paper does not present actionable insights, but implications from this study illustrate the demand for settings that give adult women the necessary skills and knowledge to change careers and to (re-)enter technology fields. Boot camps are helping to broaden participation in computing, in some cases with that mission, by re-training women for the technology workforce. Findings from this study may be of interest to postsecondary faculty and staff, who could be poised to recruit women into computer science earlier in the pathway.","This work has limitations, as study participants were self-selected, and students in the study had persisted in their education and training through to graduation. The experiences and barriers to the many students who drop out—or are kicked out—of boot camps are not represented in this work, nor are the experiences of women who do not have the time and the means to even apply to boot camps. However, the work does give a deeper view of the experiences of women in boot camps, through the job search, and into entry-level jobs over time."
S10,The primary challenge discussed in the paper is the inequity in access to computer programming education and how this inequity can perpetuate social injustices,Recruiting; Retain,coding workshops and bootcamps for marginalized communities," W1 offers monthly programming literacy
workshops as well as professional development
opportunities, and works with local tech companies
to foster diversity, equity, and inclusion. W2, an
organization dedicated to fostering diversity in Go,
an open-source procedural, object-oriented
programming language developed by programmers at Google and in the open-source community. W3, was a nine-week
extracurricular coding workshop held at a large
public university. The workshop taught
introductory principles of coding for front-end web
design, and was open for undergraduate and
graduate students, staff, and faculty who identified
as women and gender-diverse.",North America,Industry,"minoritized, marginalized, software developers","Two identified as Asian, one as Black, one as Latina, and one as White, whereas the male participant identified as Black. Two participants worked as software engineers, one as an academic technologist, one as a librarian, and one as a doctoral candidate in information sciences and technology; one was transitioning from digital humanities nonprofit to software development.","Data was collected through audio-recorded and transcribed interviews with coding workshop and boot camp organizers, instructors, and participants; workshop materials (digital handouts, slides, and educational websites); and fieldnotes. The interviews were analyzed using grounded theory","First-hand participation by author; insights from participants and organizers. 5 strategies for effective B and W (Table 2 p. 94). The study identified how coding workshops and boot camps function as literacy sponsors, contributing to transformative access for participants. It also described how activist programmers craft open, inclusive, and culturally aware pedagogies by attending to access, representation, community, and active learning, ultimately facilitating an affective coding literacy","analysis of the interviews and coding workshops highlighted five key strategies for workshop organizers and instructors seeking to
establish inclusive and culturally-sensitive
pedagogies:  Increasing Access, Centering Representation, facilitate Active Learning, Cultivating Community, Fostering Affective Literacy. The paper leaves many implications for practicioners and researchers and suggests to follow a longitudinary approach to invesitgate  coding workshop and bootcamp participants
as they transition into software development roles","limitation related to generalizability + although this study uses memberchecking, it could do more to promote collaboration
between practitioners and researchers. Agboka
issued a call to action to “enact systems that
magnify [research participants’] agency” [53,
p.162]. One avenue to do so might involve a more
dialogic, collaborative research process from the
beginning of the project. Johnson Sackey argues
that directly involving community members as
contributors at the study design phrase can allow
researchers to move beyond simply translating
their work to the community"
S11,"The primary challenge discussed in the paper is the diversity in introductory programming classes, particularly focusing on non-computer science students.",promoting,redesign of course structure to embrace diversity factors,The new concept is adapted from the teaching concept proposed by Sabitzer et al. [25] for STEM classes at the university level. It has a strong focus on discovery and cooperative learning. ,Central Europe - Austria,University,"university, students (all gender); focus on women and language barriers",students with language barriers,Course passing; average score for assignments;,Higher percentages of students passing the course (women went from 39% in 2017 to 80% in 2019). The analysis confirms that a collaborative teaching concept positively supports female students and students with language barriers.,"the paper provides reccomandations for educators on how introduce diversity concepts in SE classes. These reccomandations include collecting students demographics at the beginning of the course, provide diverse teaching and learning material, adopting active learning and communication, installing peers that act as tutors for beginners programmers","social pressure that the students might have felt when providing information regarding perceptions about the class, perceived difficulty, and teaching concepts; the results are not generalizable"
S12,understand the social motivators behind the larger percentage of women seeking a career in coding through nontraditional channels with respect to the participation through traditional college CS preparation,recruiting,coding bootcamp,/,North America - Global,University,"women software developers, women bootcamp graduate",/,"Participants were asked 85 questions about their backgrounds, peer interactions, opinions on math, social motivators and inhibitors, self-esteem, and
industry perceptions","The women bootcamp graduates who took courses after college before mak-
ing a career change reported strongly positive experiences regarding the culture
of the courses and comfort with the subject material. Coding workshops before
bootcamp enrollment changed self-perceptions on abilities and changed their understanding of the tech industry. These factors coupled together became the
catalyst for change. They were deterred from participating in a CS major due to low mathemati-
cal self-efficacy, the belief they wouldn’t be able to do such challenging work,
not understanding the major, and, indirectly, being more comfortable around
women when the major was comprised mostly of men. The women who stud-
ied CS in college were exposed to formal CS classes earlier, believed they were
good at math, and were encouraged to pursue a CS major.","The paper does not provide actionable insights for practicioners nor researchers, but rather presents lessons learned that could inspire colleges into implementing workshops to try coding",the paper does not discuss limitations or future work
S13,"aim to explore the gender disparities in hackathons, focusing on the barriers and challenges that women face in these competitive programming events. They investigate the reasons behind the lower participation rates of women and the factors that contribute to this gender gap.",promoting,hackathon,"3 days event, 9 female mentors, ice-breaking activities, teams formed at the event. Pre-pitch and code review was done with mentors.",South America,Industry,"undergrads and graduate women, non-binary, hackathon participants",non binary; backgrounds; age,"A questionnaire with questions regarding demographic group was applied at 3 hackathons. The surveys provided information on participant social groups, age, gender, previous participation, degree of scholarship, and occupation. They also included questions relating to gender equality in the hackathon environment, as well as in the industry. The case study includes pre survey, post survey and testimony of participants in female-focused hackathon (hack Grrrl)","The male awareness of
situations in which women suffered prejudice, discomfort, or
were seen differently due to being women is a lot lower than
those found at Hack Grrrl.Women also tended to evaluate their own work at
hackathons in a more negative light—something that might
highlight a lack of confidence. At the Power Segment
Hackathon, men responded more closely to the average than
women, at CodeCup 73.4% assessed their work positively,
at Urban Mobility most men responded positively as well
(62.5%). At Hack Grrrl, half of the women assessed their
work as below average, reinforcing the hypothesis for a lack
of confidence. The point on the
event being more “laidback” in the eyes of the participants
might have collaborated towards more positive views on the
work done during the hackathon","The implications of Hack Grrrl also include new precautions
for the organization of new hackathons - such as the differences noted, to maintain a more equitable balance between
men and women participation","The small sample size limits the generalization of results. (2) Due to being a majorly female event,
men that registered for it were more likely to be aware of the
gender problems in the context of STEM and hackathons—
this is reinforced by the low number of men being very low in
the registration, even though they were welcome there. (3) The
data analysis was done by only one person, which limits the
scope of the results."
S14,"explore how diversity can be effectively integrated into software development teams, moving beyond mere numerical representation to a more process-oriented approach. They focus on the use of brainstorming as a method to support inclusiveness and enhance team dynamics.",promoting,Hackathon with focus on brainstorming activities,"two hackathon events where chosen. we evaluate the applications of brainstorming
techniques that are discovered and driven by the teams
themselves in the field, rather than imposed by a research
design in a lab setting. We did not prime any of the
participants to use brainstorming approaches.",North America,Industry,developers and non-technical hackathon participants,/,"The study used a survey instrument and a set of semi-structured interview questions. The survey measured statistical associations among variables of interest, while the semi-structured interviews probed more deeply into the relationships observed. Satisfaction with process and satisfaction with outcome were measured separately","testing initial hypothesis. all initial hypothesis were supported. though non-minorities report higher process satisfaction overall, brainstorming techniques help to close this gap for minority participants. for interviews: negative reports of group dynamics. In one case, employing brainstorming techniques supported team members feeling more satisfied with the process of working
in the group, particularly from diverse team members. The study also found evidence both of a lack of perceived ability to participate (speak up) and minority participants feeling like they were not being heard by other group members.","the paper presents Implications for practice. the present study offers a test of theory driven, concrete and actionable strategies that may support greater participation of minority members in diverse teams. Group brainstorming is one of several possible ways teams can support participation of minority team members.  Another is having a professional facilitator.  Moreover, the present study develops and tests a new measurement tool that can be used to reliably evaluate the extent to which teams in the field adhere to brainstorming principles.","design of the two separate events that we studied, that may lead to different team practices and thus systematic variance in some measured variables. context of short-term time intensive work during hackathons"
S15,understanding of female students' participation in software engineering projects to support gender-aware course optimization.,promoting,group organization based on gender  ,Female students assigned in each group and ask them to lead their groups,Central Europe - Norway,University,"software engineering students (all gender), focus on gender",/,"division of women and men in different roles + feedback (report, interviews) ","Female students were heavily involved in administrative, project management, and requirement activities
Female students were relatively little involved in Scrum method and architecture activities
Female students perceived themselves to have a limited influence on SE activities. Aligned with a previous finding [12], we found that female students were less active in complex technical problems. Although most of the student groups had a flat structure, many female students perceived that they had limited influence on activities, such as architecture or implementation. This might not be a particular issue for female students, as it can because of project management, how tasks are organized and implemented, how committed other team members are, etc. The difference in perception between female and male students here might relate to the different personality and individual characteristics, which has been observed in the literature ","the paper does not present implications or actionable insights. The paper suggests that future work might look at different biological characteristics, such as personality traits or individual motivation, in determining project performance, instead of gender.","The paper does not express limitations. The paper analyzed the threats to the validity of our study using the four categories of validity discussed by Runeson and Höst [20]: construct validity, internal validity, external validity, and reliability"
S16,"Explore how hackathons can serve as inclusive spaces for prototyping software in the context of open social innovation, particularly in collaboration with non-governmental organizations (NGOs).",promoting,inclusive hackathon for NGO,"inclusive hackathon to identify and hire two promising teams to continue their projects for 6months after the event. The teams were supported by stipends and specialized mentoring to develop the proposed software. Defined guidelines for inclusive hackathons, mentor from different backgrounds, researchers involved in the study with many diversity factors. Inclusive communication was established between people from different groups the hackathon was based on an intersectionality perspective",South America,NGO,"NGO public with non-NGO participants, IT-skilled professionals from underrepresented groups","gender, age, and race aspects.",many activities pre and post event. Use of inclusive guidelines to assess the implementation of a welcoming and safe environment,"welcoming ambiance of the
event, which promoted feelings of security. intergroup contact can
reduce the prejudice of people and specifically the contact
established between marginalized groups.  Enrolled non-NGO participants were mostly women (57%) -> social cause defended by the NGO it is more interesting for them. Overall, the hackathon was based on
an intersectionality perspective to support and understand the
communication promoted between groups marked by diversity.","We compiled a set of lessons learned that we believe to be useful to others who intend to organize inclusive hackathons that are part of open social innovation processes: Follow well-grounded guidelines for inclusive hackathons; Ensure multiple dimensions of diversity in the organizing
team; Ensure no discrimination within teams and staff; Involve stakeholders; enhance team diversity management; Understand the context to avoid stigmatized language; Adapt language to the target audience; social purpose of the hackathon","The composition of the organizing team (mentoring and
staff) was limited in terms of racial diversity. Most were
women, almost all cisgender and white women. Only two
women were black/brown, one of them was the only trans
mentor. The majority of the organizers were LGBTQIA+. The lack of
representation of older participants among both groups and
the homogeneity among non-NGO participants should be addressed in upcoming studies, along with other diversity aspects
(e.g. socioeconomic status, physical abilities, neurodiversity,
religion, and cultural background) to enhance our conclusions."
S17,The increase in female first-year students created by the General Engineering Program (GEP) initiative does not translate into similar progress for females in Computer Science (CS) and Software Engineering (SE). This indicates that more specific programs are needed to attract women to these areas,recruiting,quota,"The Gender Equity Program (GEP): invites
the top 40–55 women on the admissions waiting list to enroll. ",South America,University,women students in undergrate programs (CS and SE),"vulnerable socioeconomic segments, indigenous peoples, and athletes, among
others.","The number and percentage of female students enrolled in the Faculty of Physical and Mathematical Sciences (FPMS) and CS/SE programs each year, considering both the regular admissions process and the Gender Equity Program (GEP) initiative, were analyzed","Monitoring of enrollment data. The enrollment quota for the The Faculty of Physical and Mathematical Sciences (FPMS) has increased during the past 15 years, growing from 620 to 920 spots.  CS/SE does not seem as attractive to the GEP students, compared to regular admissions. Given this, we conclude that the increase in female CS/SE enrollment is not due to the GEP initiative but, instead, because of the expansion of regular first-year female admissions. ","The paper does not present actionable insights,but suggests to think about more specific actions to attract female students to the field","As we mentioned previously, occupations in Chile are highly gendered,
and thus it is difficult to find female role
models in CS/SE. As such, the GEP initiative needs to be complemented with
other programs that encourage young
women to explore CS/SE and introduce
them female role models"
S18,"Introduced single-gender classrooms to address gender performance gaps, improve student performance, increase enrollment, and align with cultural norms",promoting,group organization based on gender  ,gender segregated classes. compare the performance of students before and after gender segregation,West Asia - Kuwait,University,"students, software engineering education",/,"score assessment to evaluate the performace of groups. For grade assessment, two types of classroom activities
were implemented: individual activities and group activities.",H1 verified: overall mean results of the course improve from 58% to 74% after introducing single-sex education. HP 2 is also verified. Performance gap between genders have decreased (H3). correlation between introducing single gender teams and increased enrollment of both genders (H4) Around 50% of females’ comments indicated that they understand the course material better in a single gender environment,"the paper does not present actionable insights but encourage the study of future qualitative
research to investigate trust issues and how dependent they are on cultural issues","Culture plays an important role in team management
activities. Since Kuwait is a conservative traditional
Muslim country, students tend to pick same gender
team members. In a class of 20 students, only one group
chose to have a mixed-gender setting."
S19,"how to improve the student experience in Electrical, Computer, and Software Engineering (ECSE) to broaden participation and increase diversity in these fields.","Recruiting, Retain, Promoting","Redesign of course structure to embrace diversity factors. 
evidence-based practices: weekly seminar,
• leadership studies course for incoming first-year scholars,
• cohort and group activities such as discipline-based
outreach or service volunteering,
• conference participation,
• faculty and peer mentoring,
• involvement in discipline-based learning communities
and student organizations,
• career fair and company event participation, and
• collaborative activities with diversity programs on campus","Strategic partnerships across both student and academic
affairs have been leveraged to support recruitment and retention
in the ECE scholarship program. The implementation of activities through four years of the
project has used a continuous improvement approach involving
stakeholders and incorporating feedback, evaluation and
research. 2 research papers have been published based on results",North America,University,"students, in Electrical, Computer, and Software Engineering programs",race; ethnicity,"The student experience model used evidence-based practices focused on professional and leadership development. Interventions included a weekly seminar; group activities such as outreach projects and volunteering; conference participation; faculty and peer mentoring; academic and social support; and collaborative activities with diversity programs, learning communities, student organizations, and companies","The number of women enrolled in STEM majors has doubled, and the
number of minority students has more than doubled. Aspects of the ECE scholarship program perceived as
successful include:
(1) recruitment of scholars,
(2) creation of a strong community of scholars allowing
students to network and make connections with each
other in and out of class,
(3) financial support allowing students to focus on learning,
(4) mentoring and support of students,
(5) access to resources and support beyond the classroom,
(6) helping scholars develop their leadership skills,
(7) opportunities for scholars to attend conferences,
reinforcing sense of community, and
(8) providing professional development opportunities. ","The paper does not provide actionable insights. The results of the project are being used by team members and department leaders to further improve the student experience and learning environment in the department. increasing student autonomy may enhance their willingness to remain in ECE majors and decrease their distress
regarding the pursuit of a career in these fields",/
S20,Address the underrepresentation of diverse groups in software engineering education and the broader tech industry,Promoting,redesign course structure,develop digital solutions for socially impactful projects by engaging in experiential learning projects with identified community-partners. Recruitment of students based on interests/values+underrepresented minorities. Division of students in 6 community-based projects.,North America,University/Industry/NGO,"students, educators, software engineering education","genders, ethnicities, racialized groups, people
with disabilities, LGBTQ2S+, Indigenous peoples, academic areas of study, levels of
technical and educational experience","The study collected data in the form of approximately 300 individual reflections, 90 team reflections, 12 focus groups, and 5 community partner interviews","The study extracted key lessons and recommendations for future educators implementing diversity-centred experiential learning opportunities. results of projects; observed and documented individual and team reflections as well as
conducted focus group interviews. several key lessons learned and recommendations for subsequent years (p. 11)","The paper proposes lessons learned to improve future offerings of the program and provides actionable recommendations for other educators
intending to launch similar programs. - Dedicate and emphasize a significant time towards soft skill
training to help students build connections and develop a network.
- Provide adequate support to ensure students are not overwhelmed
by autonomy.
- Consider how skilled the students are becoming and adjust the level
of support accordingly.
- Provide a guideline to the community partners to mitigate uncertainty
regarding how they are expected to interact with students.
- Add more instruction and training in communication, negotiation, and
scoping skills since many students are engaging with community partners
for the first time.
- Include explicit DEI training throughout the course of the project and
emphasize the benefits of working with diverse teammates.
- Be prepared to provide mentorship to students as conflict is expected
from time to time.",/
S21,The paper addresses the need for more inclusive environments that cater to the specific needs and preferences of women participants.,promoting,hackathon,female focused hackathon (men could participate at minor rate): theme/challenge addressing women; The support team was women-only mentors; mentoring in 3 ways; team formation during event,South America,Industry,"women, hackathon participants",/,Data collection with participants was performed with a survey and interviews. Action Research methodology was used,"comparison on reasons why women did not join hackathons before and their perception of female focused hackathon. Benefits of the hackathon is focused on women: Apprenticeship, Reception, Representation, Comfort to talk about themes considered ”taboo”,
Learning Environment, Cooperation, Friendship bonds, Safe
Space, and Identification. Having a majority of women in the event is not
sufficient to have a healthy environment, with a high level of
competitiveness in the event, although they want to be part of a
community",The paper does not propose actionable insights. The paper presents reflection points to improve the design of hackathons in the future based on their results.,"The work also has cultural
biases, as the participants came from the same country and
were influenced by the events organized there."
S22,"The computer science community upholds values like techno-solutionism, short-term efficiency, and busyness, which contribute to the reinforcement of gender stereotypes.",promoting,storytelling,framework for storytelling around female scientists and professionals to show a diversity of possibilities for women in pursuing an academic career based on the ownership of their pathways,Central Europe ,University/Industry,"women, computer science",/,development of framework. Storytelling Framework based on Interview Themes. only measure is whether the results are useful to trigger discussions and inspire action in settings when gender in CS is a relevant topic of conversation,"In this perspective we aim at providing a more complex and yet reachable depiction of women pathways with the intention of giving back not just role models but a rich set of interactions and practices that could inspired other women without forcing them to take a predefined path or even scare them by portraying unobtainable standards. Likewise, our framework offers a support to the implementation of four key factors that involved in a woman’s decision to pursue a CS degree [21] (Social Encouragement, Self-perception, Academic Exposure, and Career Perception). The framework’s elements aim at supporting females in CS by pushing them to reflect on past, actual, and future interactions and practices.","The paper gives a framework that can be used to narrate the experiences of women in CS as inspiraiton. Use the stories as warm-up or illustrative scenarios to speak about gender in CS and associated benefits and challenges. This might help admissions officers who cannot share their own story. • Use the range of experiences and development paths to show the breadth of what is possible. Research has shown that exposure to role models helps to reduce the gender gap in STEM [5] and for leadership [41]. • Use the examples to discuss challenges when people are not comfortable sharing their own stories (yet). Especially in work environments that do not yet have established a safe space for such conversations. • Use the framework to allow women who are or are willing to proceed to go for an academic career to reflect and make a plan for their path. Questions about interaction and practices aim at making them reflect on their past and present situation towards the definition of a clear future pathway. • Develop a workshop to craft own stories. It is possible to use the questions we had for our interviews, and propose additional questions. Stories depend on our personal upbringing, so they are strongly influenced by cultural contexts.","in the methods section we have extensively explained the motivation behind the use of auto-ethnography as a way of providing a self-reflection output and to create a storytelling. The two researchers who coded the interviews were also interviewees. This introduces a potential bias. However, we made sure that the primary coding of an interview was done by the researcher who was not the interviewee."
S23,The authors aim to explore whether intergroup contact theory can be effective in reducing implicit gender biases within the context of software development. ,Promoting,group organization based on gender ,reduce implicit gender bias (intergroup contact theory). undergraduate students taking a project-centric introductory software engineering course were assigned to 70 teams with different contact configurations,authors from China but the study performed in the US,University,"students, men, women, software developers",/,Explicit and implicit biases were measured using the Modern Sexism Scale (MSS) and Implicit Association Tests (IATs). The measurements were taken repeatedly in two data collection sessions. The change in biases was calculated by subtracting biases in week 10 from biases in week 3. Statistical analysis was performed using R 3.4.1.,"The intergroup contact theory intervention was effective in reducing explicit and implicit gender biases. It reduced explicit bias by about 9% and implicit biases by about 20%–25%. The intervention consistently performed better than the baselines in the control condition (single-gender teams, no intergroup contact). The effectiveness was subject to different configurations of gender compositions; the intervention achieved maximum effectiveness when the number of female members was greater than or equal to the number of male members in a team",The results and findings of the paper have immediate practical implications for software development organizations that may plan to implement interventions based on intergroup contact theory to address the problem of implicit gender biases.,the use of students as experiment subjects. It restricts the ability to generalize our results and findings to professional software engineering.
S24,"The study explores the experiences and survival strategies of veteran women software developers in the tech industry. They focus on understanding the challenges these women face, such as gender bias, ageism, and the fast-paced evolution of technology, and how they navigate these challenges to sustain their careers. ",Retain,bottom up strategies ,association of experiences through thematic analysis,Global,Industry,"women, software developers, veteran, minorities","ageism
one participant identified themselves as a person
of color; one participant identified themselves as Korean;
one participant identified themselves as transgender.",understanding survival strategies of veterans: contacted them and interview them to define bottom up strategies,"gender&Age/Age/Gender.
Gender & Age related strategies
1. Against the Bias (Standing Up for Yourself; Gathering Allies)
2. Side Projects (Serving on Board, Informing
Others/Mentoring/Coaching, Speak (at Conferences)
3. Changing Work Environment (Changing Companies > moving to a Different Company, Changing Companies > starting your own New Company, Changing Roles > Consulting, and
Changing Roles > Moving Up the Chain of command.)
4. Career-Related (Networking, Take Sabbatical, Using Your Influence, and Using/Leveraging Experience)

Age related strategy
1.Career-Related (Find a Niche, Having a Back Up Plan and Set Boundaries, Teaching Yourself (New) Tech)
2. Behaving Younger (Changing the Way You Speak/Vocabulary, Fit in
with Company Culture, Changing Appearance)
3. Changing Roles

Gender Related Strategies contained the
most strategies, with eight separate categories and 308 code
segments. The categories were: Against Gender Bias Strategies, Career Related Strategies, Changing Work Environment,
Changing Your Appearance, Communication Methods, Ignoring Situations, Traditionally Feminine, and Traditionally
Masculine. Of these, Against Gender Bias Strategies was the
largest category, with 70 code segments and eight sub-codes,
such as Backing Other Women Up","The actionable insights of this work are twofold. First, we would like to raise awareness of managers for the issues older women and non-binary individuals in their companies are facing. Second, based on our study, we formulate several suggestions both for organisations employing the developers and for developers themselves. 1) Organisations should invest in creating a good working environment and a positive atmosphere, investing older developers of marginalized genders with sense of control of their work and their careers, supporting their promotion, assigning tasks, and paying them on par with men. 2) Developers themselves can move to a different work environment or try to change theirs","selection bias, concerns generalization of the findings, Because of the complexity of the intersection of age and gender, the decision to code certain segments as pertaining to age, to gender, or to age and gender, was based on explicit references to these factors, and consequently the categorization may not have fully reflected the participants’ experiences."
S25,"The study focuses on the experiences and strategies of women software engineers in China, a field traditionally dominated by men. It explores how these women navigate their careers, manage work-life balance, and cope with the pressures of overwork and gendered expectations",Retain,"bottom up strategies: women’s agency in tactically negotiating gender rules and transgressing gender boundaries in a male- dominated occupation. Main theme: flexible assimilation, flexible embodiment, and flexible career development",self-evaluation done by women. They discuss which tactics work/do not work ,East Asia - China,Industry,"women, programmers, project manager, operation workers",/,"The informants were selected if they were involved in software development work or worked closely with the developers, especially the PMs (product manager or project manager, these terms are interchangeable in China’s Internet companies) and operation workers. In the internal division of labour, PMs and operation workers are responsible for the design and daily facilitation of the online product/service. These non-technical workers cooperate closely with the developers. Therefore, the perceptions and expectations of development work of these workers were crucial to understanding software engineers’ working environment.","flexible assimilation, flexible embodiment, and flexible career development.
Assimilation had been a common strategy for women to fit into male occupations or masculine workplaces (Bourne & Calás, 2013; Cai, 2020; Sun, 2019; Wajcman, 1998). Female engineers here tried to adopt a masculine work style, display their busyness and willingness to put work first, and fit into the masculine daily interactions.  female programmers’ assimilation strategy did not always change the hostile environment and men’s bias against them. The flexible assimilation strategy meant that female programmers took advantage of their minority status in the occupation to secure their job opportunities and seek peer help from their male colleagues. Meanwhile, they polished their technical skills and adopted a masculine style to fit into daily work. The strategy helped women to obtain a legitimate position in the software engineering community. Embodiment: Female developers who stayed in the high-tech industry embodied the geek culture and overwork norm as their male co-workers did.  female programmers were tactical about the embodiment of different gender rules in the workplace. On the one hand, they conformed to the masculine rule of the geek culture, on the other, they reclaimed their professional confidence through their femininity and self-presentation. This finding illustrates that femininity is not absolutely excluded and denied in the high-tech workplace. For women, assimilation as a strategy could never be completed. On the contrary, female engineers frequently performed their femininity to regain their energy and confidence. The flexibility in career development was a pragmatic choice for female programmers who faced obstacles in their careers. Nevertheless, the data showed that women were more intimidated by the obstacles in the social realm than those in the technical. They invested a substantial amount of time in being a qualified developer on the one hand and made plans of adjustment on the other. Many women self-taught programming skills, However, the difficulty in learning new technologies was an undeniable obstacle for female developers. Also, the lack of role models in senior technical positions or managerial positions for women in the development team was acutely discouraging. ","the paper does not present actionable insights but defines that future research should provide a more in-depth analysis of these pathways to deepen academic understanding of women’s agency. It should also give a more contextualized analysis of women’s actions and strategies, for example, by considering the characteristics of companies where women work and the attitudes of their (male) co-workers",/
S26,"The paper focuses on identifying and understanding the specific challenges that women in technology face when working within Scrum teams. It highlights various issues such as gender bias, lack of mentorship, and difficulties in balancing work-life commitments.",Retain; Promoting,organizational support. learning workshops (using a framework to identify challenges faced by women in the tech industry),"workshops to improve scrum practices. Using
2x2 framework with key questions to uncover gender issues in practices in parallel to the
analysis of Scrum. Quadrant of the framework include: Team Practices, Individual behaviour, values and cuture, beliefs and biases.
Teams have included
household tasks on the task board and
given recognition for these tasks. Teams
have agreed to monitor and manage
airtime in meetings with attention to
the gender of the speaker. committed to gender-fair practices like planning poker and round-robin participation. ",/,Industry,"women, scrum",motherhood,framework in two dimensions with four quadrants,"this framework revealed ways in which Scrum may undermine women’s participation. Software practitioners can acquire three actionable insights from our article. They will: • learn how Scrum may undermine women’s participation on their team • understand the impact on women of implicit versus explicit practices in Scrum and a framework for uncovering them 
• obtain tested recommendations for ways to improve Scrum practices to better support women in tech.","software practicioners can implement the framework to determine ways in
which Scrum may undermine women’s participation. they can: learn how Scrum may undermine
women’s participation on their team
• understand the impact on
women of implicit versus explicit
practices in Scrum and a framework for uncovering them
• obtain tested recommendations for
ways to improve Scrum practices
to better support women in tech.",/
S27,"explore the impact of combining storytelling with traditional lectures on female students in software engineering education. They specifically focus on how this approach might address the gender gap and improve engagement, motivation, and learning outcomes for female students in this field.",promoting,storytelling,storytelling included in the curriculum of the course to raise the engagement of students towards careers in software engineering field,West Asia - United Arab Emirates ,University,"women, software developers, students",/,The study investigated the impact of combining software engineering lectures with storytelling on female students’ engagement,"after the
lecture, their interest increased in average to 7 out of 10, while
after the story, it reached 8 out of 10 in average.","the paper does not present actionable insights but states that combining storytelling with software engineering lectures seems
a promising tool to engage female students in higher education
and increase their interest in pursuing a career in software
engineering","This study might have
some limitations that might impact its conclusions, such as:
(i) the context where the study was conducted; (ii) the lecturer
was a woman, which might also played a role in the students
perception about software engineering and (iii) the choice of
the story, as not all stories might lead to the same results"
S28,"It focuses on understanding how women software communities can attract more women to the software industry. The paper explores the barriers women face in the software industry and examines the role of these communities in providing support, mentorship, and networking opportunities to overcome these challenges. I","Recruiting, Retain, Promoting",community-building activities,The impact of women's communities as a way to engage and inspire more women in the software engineering field. Moreover how these community support women that already work in the field. ,North Europe - Finland,Industry,"women, software developers, industry",/,representation of Women software communities advantages and challenges on a national and personal level (Fig. 1),"Responses revealed that women do not want to become selected for
a job due to their gender nor that there would be needed
for gender restrictions in advanced-level trainings. This is
especially worth to bear in mind when planning events. Gender
restrictions were seen as a good inspiration and encouragement
for entry-level events, but participants did not see the need for
a gender limitation either in longer-term events, communities,
or trainings. The women software communities and events were seen
to be doing an important job of raising awareness of the
skills needed at the industry, about training and education for
the ICT sector and for the better position and treatment of
women in general. Community events were considered to be
interesting by the target group. However, as the majority of the
events focused only on the capital area and on just general ’We
need more women in tech’ -topics, some respondents yearned
change in the movement. The events should be professional.",the paper does not present actionable insights for researchers or practicioners but suggests future work ,"the questionnaire was anonymous, Secondly, the questionnaire
was implemented only in Finnish, so those respondents who
do not speak Finnish were left out. Thirdly, the questionnaire
was designed to attract those respondents, who were already
interested in topic. "
S29,"Unique difficulties faced by women in the tech industry within the context of Scrum teams (gender biases;Work-Life Balance, career progression )",Retain,organizational support,organizational support VS gender diversity headcount. Inclusive space investigation compared to quotas and other actions that address numbers ,Global,Industry,"women, software developers","years of experience, geography",Hoegl and Gemuenden’s teamwork quality model (TWQ),"an organization’s mindset towards gender diversity has a stronger effect on team performance than gender diversity as a headcount number only. organizational support for women’sadvancement has a positive impact on all TWQ dimensions, while genderdiversity expressed as an equal headcount number has only a positiveimpact on coordination and balance of member contributions in ourdata set.  all hypotheses regarding the organizational support for women’s advancement were supported",the paper does not present actionable insights but the findings imply that policies and organizational structures providing equal career opportunities and equal respect have an impact on teamwork quality and eventually team performance. ," this study is cross-sectional, and this may limit the ability to achieve causal inferences from the data. Longitudinal studies are needed if gender diversity or organizational support for women’s advancement changes over time, and to establish whether they are of significant influence on teamwork quality variables and agility"
S30,"explore how coding boot camps serve as an alternative pathway for women to enter computing jobs, addressing the broader issue of gender disparity in the tech industry. ",recruiting,coding bootcamp,"training in various programming languages and platforms as well as–in two cases–data structures and algorithms.  12 to 18 weeks. about $12500 to $17000
scholarships for students from underrepresented populations, including womenand students from minority groups.",North America,"Industry, University","women, no CS background, minorities",underrepresented minority groups (racial and ethnic backgrounds) ,"Results from participants' pathways, common reasons to prefer coding bootcamps at CS universities","Findings show that women attending boot campsare career changers that develop an interest in softwaredevelopment too late to major in CS. participants in this study who attended CS classes at the university in some cases reported discouragement in continuing in the ?eld due to barriers reported in research on women in computing, such as stereotypes and the masculine nature of the ?eld. early interest in computing does no talways lead to an exploration of CS for women in school. career change thanks to bootcamp","the paper does not present actionable insights. suggestion for intensive, short-term, job-focused training, particularly by career changers. Such programs could be suited to community colleges and/or postbaccalaureate programs at universities."," Participants in this study wereself-selected in terms of their volunteering to be interviewed. Due to the self-selecting nature of participation, participants may not be representative of thegeneral population of women taking part in coding boot camps, and inherentbias and boundaries of this type of work should be assumed. "
S31,Investigate the experience of industry mentors in an undergraduate IT subject. ,Promoting,mentorship programme,"students completed two assignments individually: First to find evidence of a problem in the given theme of ‘sustainable futures’ and second to propose a solution to the problem. For the last four weeks, students formed groups and chose one topic to collaborate on. Once students chose the topic for the group project, the list of topics was circulated to the potential industry mentors who were willing to help the students. Leveraging the personal and professional network, the subject co-ordinator organised up to 28 industry mentors (one mentor per group) for four weeks to assist students in their group project. Industry mentors were paired with the group of students and interacted with them for four weeks.",Australia,"Industry, University","mentors, IT",/,interviews with industry mentors and students to investigate how mentoring can be used to bridge the gap between industry and academia,"satisfaction level of students: they had improved their professional skills due to the mentoring program. They also reported increased enthusiasm for the project. Other students in the study illustrated that they were learning other skills such as writing and presentation skills from the mentors.In regards to professional skills, students reported that they were motivated to become a bit more professional to interact with industry mentors. Other professional skills students mentioned were the opportunity to mingle and network with industry professionals and using some project management tools. Industry mentors: 1) motivation: One of the main reasons for their commitment was the sense of ‘giving back’ to the community and self-satisfaction by contributing to the future professionals and leaders. Mentors as coaches; professional skills development; Entrepreneurial skills; bridging the gap academia/industry","the paper presents suggestions for practicioners. To bring in a large number of voluntary mentors, maintaining and growing one’s professional network is important. This entails keeping an eye on who would be a potential fit when attending various events, and run-ins with alumni can be seen as opportunities. Additionally, rather than focusing on a very narrow subject matter, having a variety of student projects to choose from is attractive to potential mentors.","Only five industry mentors were available for the interviews. ? The interviewed mentors came from similar backgrounds and experiences - mentors from other industries might view these interactions differently.   ? Topics for the group project were chosen by the students, and they are not similar to one another, so the outcomes of mentoring in each group are difficult to compare. "
S32,"The study focuses on digital inclusion in Northern England, specifically targeting women from underrepresented communities in tech. The challenge they aim to address is the lack of digital skills and opportunities for these women, which hinders their participation in the tech industry.",recruiting,coding programme,/,North Europe,Industry,"women, no CS background, minorities",underrepresented minority groups  ,"Data analytics was used to measure retraining programmes for women in tech, during the actual intervention. The study used topic modelling with Latent Dirichlet Allocation (LDA) to identify relevant themes from Twitter and Microsoft Teams posts","The study defined and applied measuring methods for retraining programmes for women in technology, during the actual intervention. It also described unique programme features and showed their effectiveness in the lives of many women who took part. The programme has various novel and ambitious features, such as one-to-one mentoring (i.e., 100 mentors for 100 women, and
an additional mentoring network), networking support (online
and offline), residential weekends, close connection to industry
(industry-driven programme), strong presence and support of
under-represented communities (Black, Asian and Minority
Ethnic (BAME), disabilities, dependents), diversity, feeding
back to the community (women ambassadors), human-centric
(enabling instead of teaching approach; motivation enhancing),
guaranteed interviews at the end of the programme, free entry
for the women. Thus, the paper responds to our second
research question, RQ2, on how special intervention methods
can support women transition into technology roles. ","the paper does not present actionable insights but suggest potential into network analysis by constructing a set of measurements, based on data analytics, that allow us to estimate
the support offered, even during the programme itself, via nowcasting. ",/
S33,"The main challenge addressed in the paper is the persistent underrepresentation of women in higher education within the ICT (Information and Communication Technology) field, often referred to as the ""digital gender gap.""","recruiting, retain",community-building activities,"recruiting and retaining women students in ICT engineering programs. Ada has partly been funded by the ICT industry and partly by the university. One-third of the funding for Ada comes from 30 to 40 private ICT companies interested in recruiting women to their businesses and attracting good PR. The Ada team consists of a director (in a full position) and four to five students in paid part-time positions. Ada’s main activities have been outreach, recruitment and creating and maintaining a supportive social community for women students in the program. The recruitment efforts have been targeting all young women in Norway who are taking the most advanced courses in mathematics in upper secondary school.",North Europe,"Industry, University","women, software developers, students",/,"The study examined the statistics on the recruitment and retainment to these engineering programs over 10 years. Data included student status, grades from high school, and the applicant’s priority in the application. A survey conducted in 2020 of 188 women students in the Ada programs was also used","Ada’s measures did address important ‘inclusion needs’ such as access, motivation, and capability (Sørensen, Faulkner, and Rommes Citation2011). Inviting women and funding their visit is an important way to make women feel welcome and wanted was an indirect way of addressing access.",the paper does not present actionable insights but presents results of a long-term intervention (10 years),"the increased proportion ofwomen in the Ada programs is a possible outcome of a construed positive circle made up of initiat-ives addressing important inclusion needs, but which require continued support. In other words, Adamay re?ect a spiral of inclusion work, rather than a positive circle of inclusion. academic role models are also crucial, and women faculty remain a small minority even in programs that have managed toincrease their share of women students"
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