On 2/21/13 7:48 PM, Emily Morton-Owens wrote:
This was just the right thing to say, because he was connecting it to something that I consider myself talented at (languages), rather than something I don't (math).
I want to clear up the "math is hard" and "programming is math" myths. First, the ratio of women to men in graduate math programs is approaching 50/50, although women are still struggling to be hired and gain tenure in math departments. So "math is hard" for many of us, but it's not necessarily a gender thing. (I'm looking for the cite for this -- I've done too much random reading recently and didn't mark this. May be book below.)
Math skills are not required for programming. There was a time when silicon valley was desperate for programmers, and some companies advertised that they were looking for folks with music skills and they would teach them programming -- because they had found that musicians make for good programmers. It's the ability to deal with complex patterns that makes a difference. Which is why it annoys me when programming instruction begins with a list of mathematical functions that most programmers will never need.
I believe that Rosy was the first to recommend this, but the IEEE publication: Gender Codes - why women are leaving computing/ edited by Thomas Misa, 2010 is essential reading. You can get it as a Kindle or Nook book. isbn 978-0470-59719-4 (paper) 978-1118-03513-9 (ebook)
kc
Hi Folks, I'm teaching systems analysis at SILS (UNC CH) this semester. Though the course is required for the IS degree, it's not required for the LS degree. However, the majority of my students this semester are LS. And the vast majority are women. Apropos of the part of the thread that dealt with numbers: For those of you who came into this community and at some point went through a MSLS or MSIS program I am wondering if there are things I could try to do that might have an impact on better aligning the ratio of men to women in code4lib and the technology end of the field in general to that in the general population? Was there a moment of clarity? A person who said or modeled the right thing? A project that helped uncover a skill you didn't know you had? And, I am not just interested in what I can do through one class, but also what the curriculum and school could do more holistically. Thanks, Tim
-- Karen Coyle kco...@kcoyle.net http://kcoyle.net ph: 1-510-540-7596 m: 1-510-435-8234 skype: kcoylenet
