Overcoming Obstacles: Challenges of Gender Inequality in Undergraduate ICT Programs
Angelica Pereira Souza, Anderson Uchôa, Edna Dias Canedo, Juliana Alves Pereira, Claudia Pinto Pereira, Larissa Rocha
TL;DR
The paper investigates gender inequality in undergraduate ICT programs in Brazil by surveying 402 women across 18 states to understand classroom interactions, demographic challenges, impostor syndrome, and strategies to boost confidence. Using a mixed-method approach with Grounded Theory coding, it finds pervasive stereotypes, frequent interruptions, and feelings of isolation that undermine women's participation and persistence. Key contributions include identifying the dominant role of representation and mentorship as levers for change, and highlighting institutional initiatives as potential mitigators. The findings offer actionable directions for educators and policymakers to create more inclusive ICT learning environments with measurable impact on women’s confidence and retention.
Abstract
Context: Gender inequality is a widely discussed issue across various sectors, including Information Technology and Communication (ICT). In Brazil, women represent less than 18% of ICT students in higher education. Prior studies highlight gender-related barriers that discourage women from staying in ICT. However, they provide limited insights into their perceptions as undergraduate students and the factors influencing their participation and confidence. Goal: This study explores the perceptions of women undergraduate students in ICT regarding gender inequality. Method: A survey of 402 women from 18 Brazilian states enrolled in ICT courses was conducted using a mixed-method approach, combining quantitative and qualitative analyses. Results: Women students reported experiencing discriminatory practices from peers and professors, both inside and outside the classroom. Gender stereotypes were found to undermine their self-confidence and self-esteem, occasionally leading to course discontinuation. Conclusions: Factors such as lack of representation, inappropriate jokes, isolation, mistrust, and difficulty being heard contribute to harmful outcomes, including reduced participation and reluctance to take leadership roles. Addressing these issues is essential to creating a safe and respectful learning environment for all students.