Gender Disparities in Computer Science at Ashoka University: A BeSci Perspective
By Roshni Agarwal (UG25), Illustrated by Ashray Malik (UG2023)
“Let me explain how the math works here..”
“You’re surprisingly good at this for a girl”
“I’m sure you’re better at communication tasks, leave the technical discussions to us”
Ever heard these lines before? Or maybe been the one to tell them to someone? I am sure you have, which makes me wonder why this occurs even in a space like Ashoka that claims to be liberal.
While explicit biases against women in computer science are widely acknowledged, the often-overlooked implicit biases quietly permeate our thoughts and behaviors. These biases are so deeply ingrained that they operate beneath our conscious awareness, manifesting as subtle patterns that often go unrecognized until they become a pervasive part of our everyday interactions. And while a place like Ashoka might appear to be very woke to these explicit biases, the implicit ones do creep into the campus spaces and very often so. This paper, through a series of student interviews, discusses the lived experiences of some women pursuing computer science at Ashoka with the aim to shed light on the notions that manifest themselves in their experiences.
In the interviews, the most prominent trend noticed was the huge role that societal expectations play in building the assertiveness and confidence of humans. The interviewees mentioned how as women, technical skills were never expected to be their deemed expertise, unlike their male counterparts. The lack of these productive institutional expectations manifests itself into a self-fulfilling prophecy making these women underconfident and self-conscious in the CS classroom spaces at Ashoka. The same lot of them who could speak in their other classes with conviction found it hard to have their doubts cleared or answer questions in their CS courses fearing that it would be associated with their gender in case it is wrong or stupid. Quoting one of them,
“It’s like even if I am confident that my answer is correct- I begin with “I might be wrong but I think the answer is….” whereas my male peers do not even hesitate to speak the wrong answers loudly.”
The fact that the women unconsciously start their sentences with “I might be wrong but..” is an unnoticeable behavior reestablishing how these nuanced stereotype threats go disregarded in everyday lives to the point where women either do not feel like speaking about them or internalize these stereotypes themselves. The interviews also uncovered how classroom dynamics play quite a big role in shaping the computer science experience at Ashoka. The lack of female role models and peers in the field and just how large a visible space the men occupy in the classrooms make these women feel invisibilized and insignificant. They navigate this space with the weight of imposter syndrome, questioning their abilities and place in a field where they have been consistently underrepresented. This hyper-presence of men contributes to the normalization of the idea that computer science is a male-dominated domain. Quoting one of the interviewees,
“I feel there are three barriers to entry: The first one at the level of Professors where I do not see any female representation, the second one at the level of TAs where I do not see the women TAs getting the same space or respect as the male TAs, and the third at the level of students where mostly the women are hesitant and the men loud. As a woman who began her career in CS at Ashoka at the same time as some of my male peers, I feel less welcomed and inclusive in the domain.”
In delving into the power dynamics within the realm of computer science, it becomes evident that achieving a position of authority does not necessarily translate to equal acknowledgment and influence for women. Despite occupying roles of significance, women in the field find themselves grappling with subtle yet impactful expressions of gender bias.
One striking aspect of this imbalance is the non-verbal communication that occurs during discussions. The tendency for male counterparts to direct their eye contact predominantly toward other men can create an atmosphere where the contributions of women are inadvertently overlooked or dismissed. This subtle body language not only diminishes the visibility of women in the professional landscape but also perpetuates a narrative that positions men as the primary contributors and decision-makers. For women navigating the landscape of computer science, these challenges reinforce the notion that they must continually fight to assert their expertise and competence, irrespective of their achievements or positions.
The struggle for acknowledgment extends beyond mere gestures. The term “mansplaining” encapsulates a phenomenon where men, even in positions of relative equality, persistently explain concepts or decisions to women in a condescending manner. The interviewee’s observation underscores a deeper issue — a cultural ingraining that perpetuates this behavior and, more disconcertingly, a reluctance or refusal on the part of men to acknowledge and rectify it when confronted. As one of the interviewees mentions, “There is something so deeply ingrained in men that they cannot not mansplain to us and worse than that refuse to acknowledge it if we point it out to them.” The interviewee’s statement captures the frustration that arises from a systemic issue where gender bias is so deeply ingrained that even those perpetuating it may be unaware or resistant to acknowledging their role in perpetuating inequality.
For an institution that is so aware of these biases, it is important that the space of computer science does not stay ignorant of them. Rather than perpetuating a blame game, it is essential to recognize that both male and female students are victims of a system shaped by implicit biases. Addressing this issue requires a collective effort to reshape attitudes and create an inclusive learning environment.
In conclusion, the journey of women in computer science at Ashoka reflects not just a struggle against institutional biases but a larger battle against societal norms deeply rooted in implicit biases. These biases permeate classrooms, shaping experiences and perpetuating stereotypes that hinder the growth and confidence of female students.
To bridge the gender gap in computer science education, institutions like Ashoka must go beyond mere acknowledgment and actively work towards dismantling these biases. This calls for a reevaluation of classroom dynamics, ensuring equitable representation of women at all levels, from professors to TAs, and fostering an environment where every student feels seen and heard, irrespective of gender.
In embracing this challenge, Ashoka has the opportunity to not only graduate proficient computer scientists but to nurture a generation that dismantles biases, embraces diversity, and leads the way toward a future where gender equality is not just a goal but an inherent part of the educational landscape. The journey ahead demands not only awareness but concerted efforts to redefine the narrative.
