If you were hacking since age 8, it means you were privileged.

This post was originally published at Restructure!

Often, computer geeks who started programming at a young age brag about it, as it is a source of geeky prestige. However, most computer geeks are oblivious to the fact that your parents being able to afford a computer back in the 1980s is a product of class privilege, not your innate geekiness. Additionally, the child’s gender affects how much the parents are willing to financially invest in the child’s computer education. If parents in the 1980s think that it is unlikely their eight-year-old daughter will have a career in technology, then purchasing a computer may seem like a frivolous expense.

Because of systemic racism, class differences correlate with racial demographics. In the Racialicious post Why So Few? Women in Science, Technology, Engineering, and Mathematics (pp. 59-60):

Departmental culture includes the expectations, assumptions, and values that guide the actions of professors, staff, and students. Individuals may or may not be aware of the influence of departmental culture as they design and teach classes, advise students, organize activities, and take classes. Margolis and Fisher described how the computing culture reflects the norms, desires, and interests of a subset of males—those who take an early interest in computing and pursue it with passion during adolescence and into college. Margolis and Fisher point out that throughout the life cycle “computing is actively claimed as ‘guy stuff’ by boys and men and passively ceded by girls and women” (ibid., p. 4). This pattern of behavior is influenced by external forces in U.S. culture that associate success in computing more with boys and men than with girls and women and often makes women feel that they don’t belong simply because of their gender. In an interview with AAUW, Margolis explained: “There is a subset of boys and men who burn with a passion for computers and computing. Through the intensity of their interest, they both mark the field as male and enshrine in its culture their preference for single-minded intensity and focus on technology.” Within that environment this particular male model of “doing” computer science becomes the measure of success; however, because young women and men often have different experiences with computers and different motivations to study computer science, this model can alienate women.

Many young men in computer science report having had an immediate and strong engagement with the computer from an early age. That engagement intensified in middle and high school and led the young men to declare a computer science major. On the other hand, many women who are interested in computer science and have similar talent do not report a similar experience. Many of these young women report a more moderate interest in computer science, especially early on, that builds gradually. Distinguishing between an interest in computer science and an interest in computers and technology is important. Historically girls had less interest in and experience both with computers and in computer science. Today women and men are interested in and equally likely to use computers and technology for educational and communication purposes (Singh et al., 2007), but the gender gap in the study of computer science remains.

Page 1 of 2 | Next page