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On 2/21/13 7:48 PM, Emily Morton-Owens wrote: > > This was just the right thing to say, because he was connecting it to > something that I consider myself talented at (languages), rather than > something I don't (math). I want to clear up the "math is hard" and "programming is math" myths. First, the ratio of women to men in graduate math programs is approaching 50/50, although women are still struggling to be hired and gain tenure in math departments. So "math is hard" for many of us, but it's not necessarily a gender thing. (I'm looking for the cite for this -- I've done too much random reading recently and didn't mark this. May be book below.) Math skills are not required for programming. There was a time when silicon valley was desperate for programmers, and some companies advertised that they were looking for folks with music skills and they would teach them programming -- because they had found that musicians make for good programmers. It's the ability to deal with complex patterns that makes a difference. Which is why it annoys me when programming instruction begins with a list of mathematical functions that most programmers will never need. I believe that Rosy was the first to recommend this, but the IEEE publication: Gender Codes - why women are leaving computing/ edited by Thomas Misa, 2010 is essential reading. You can get it as a Kindle or Nook book. isbn 978-0470-59719-4 (paper) 978-1118-03513-9 (ebook) kc > >> Hi Folks, >> >> I'm teaching systems analysis at SILS (UNC CH) this semester. >> >> Though the course is required for the IS degree, it's not required for the >> LS degree. >> >> However, the majority of my students this semester are LS. And the vast >> majority are women. >> >> Apropos of the part of the thread that dealt with numbers: >> >> For those of you who came into this community and at some point went >> through a MSLS or MSIS program I am wondering if there are things I could >> try to do that might have an impact on better aligning the ratio of men to >> women in code4lib and the technology end of the field in general to that >> in the general population? >> >> Was there a moment of clarity? A person who said or modeled the right >> thing? A project that helped uncover a skill you didn't know you had? >> >> And, I am not just interested in what I can do through one class, but also >> what the curriculum and school could do more holistically. >> >> Thanks, >> >> Tim >> -- Karen Coyle [log in to unmask] http://kcoyle.net ph: 1-510-540-7596 m: 1-510-435-8234 skype: kcoylenet