The experiences of women programming video games as part of their undergraduate formation in computer science : a phenomenological approach

Abstract

This doctoral dissertation documents the experiences of women (student and faculty) in computer science programs. The research emerges from the literature on the gender gap in computing and video gaming. Thus, the author seeks to find the meaning that participants have granted to their experiences as undergraduate students and faculty, in a climate that has marginalized them. It is believed that through the study and insight of the participants' anecdotal data, the researcher will find pertinent ways to understand how the current curricular practices and scholarship have perpetuated misogyny, gender-bias, and the silencing of women in computing and video gaming. The experiences documented for this research consist of five women participants (two students and three faculty). The data collected through phenomenological interviews, where women discussed their experiences as students and educators, with video games, and their thoughts on how to improve the pathway for other women. Through the interviews, the researcher identified four themes: bias in computing, sexism in video games, pertinence of gender in computer science, and improving the pathway. The themes and meaning of the participants illustrate the challenges these women have encountered in their field. Paralleled to the challenges they identify opportunities for growth as future computer scientists (students), and as educators. Their agency in a socio-political climate of misogyny and marginalization, has served as a called to become part of history and a movement that seeks to set the path for women.