Motivation Only 27% of computer and mathematical scientists in the United States and 18% of IT specialists in Europe are women. The under-representation of women in the field of Computer Science is... Show moreMotivation Only 27% of computer and mathematical scientists in the United States and 18% of IT specialists in Europe are women. The under-representation of women in the field of Computer Science is, among other things, influenced by stereotypes of computer scientists. These stereotypes include being male, asocial and having an (obsessive) interest in computers. Even though stereotypical beliefs can develop at an early age, research on children’s stereotypes of computer scientists is sparse and inconclusive. Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes. Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study. Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills. Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science. Show less
Moving beyond existing approaches that largely deal with the biophysical consequences of climate change realities in Africa, this book explores an alternative perspective that traces climate change... Show moreMoving beyond existing approaches that largely deal with the biophysical consequences of climate change realities in Africa, this book explores an alternative perspective that traces climate change as a travelling idea. It focuses on how globally constructed discourses on climate change find their way to the local level in the Bamenda Grassfields of Cameroon, thereby seeking to understand how these discursive practices lead to social transformations, and to new configurations of power. In the translation process from the 'global' to the 'local' level a continuous modification and appropriation of the idea of climate change takes place that finally leads to a concrete implementation of climate change related projects and sensitization campaigns. Hence, it is argued that in this increasingly interconnected and mediated world people in Africa (and elsewhere in the world) do not solely adapt to a changing climate, but also adapt to a changing discourse about the climate. Travelling between traditional rulers and their palaces, to the world of NGOs, journalists and ordinary farmers this study brings the reader on a captivating journey, that reveals how climate change engages in a variety of ways with different lifeworlds, revitalizes local cosmologies, gives birth to a new development paradigm, and moreover how it evokes apocalyptic anxieties and trajectories of blame at the grassroots level. Show less
