Summary of Recommendation Much research on the low levels of engagement of women and minorities in technical disciplines in higher education points to the lack of perceived relevance as a reason. This perception stems in part from the lack of widespread understanding of these disciplines among the general public, and in part from the prevalence of dry, abstract, reductionist approaches to teaching them. In computer science in particular, these perceptions compound effects of gender socialization and socioeconomic class. They have the effect that even among the disproportionately small numbers of female and minority students who matriculate, disproportionately small numbers have substantial computing experience. In many programs, this marginalizes and discourages them, as they compare themselves to and compete with other students with far more experience.
Faculty can easily make the mistake of confounding experience with ability.
The solution to the experience gap is to adopt the posture that prior experience is not necessary, and to back it up with curricular, cultural and procedural support. Departments must provide multiple paths of entry tailored to varying levels of experience, allowing students of all backgrounds eventually to converge on higher-level courses with the needed skills. Faculty and students alike must learn the distinction between experience and ability. Recruiting and admissions departments must understand that ability, character and promise trump specific experience. Beyond thus providing access to the less experienced, institutions also must recruit their interest.