Plenty has been written about whether hostility toward female students or a lack of female faculty members might be pushing women out of male-dominated majors such as computer science. Arcidiacono’s research, while preliminary, suggests that women might also value high grades more than men do and sort themselves into fields where grading curves are more lenient.
But I fear that women are dropping out of fields such as math and computer science not because they’ve discovered passions elsewhere but because they fear delivering imperfection in the “hard” fields that they (and potential employers) genuinely love. Remember, on net, many more women enter college intending to major in STEM or economics than exit with a degree in those fields. If women were changing their majors because they discovered new intellectual appetites, you’d expect to see greater flows into STEM fields, too.
- Higher grades in beginning classes. Engineering courses generally average 0.4 or 0.5 grade points lower than the massively inflated grades in humanities courses. I doubt, somehow, that many engineering faculty will be comfortable with the humanities approach of giving anyone who shows up an A, no matter how bad their work. So I don’t think that this idea has any merit.
- Lower entry points. One of the things that Harvey Mudd did was to require every freshman to take CS and to introduce a lower-level CS course for those who did not have previous programming. By having some lower-level courses, students could get high grades in their first course without teachers having to water down existing classes or engage in grade inflation. By requiring the course of all students, students who avoided the subject for fear of not being able to compete are given a chance to discover an interest in the field (and, apparently, many women at Harvey Mudd do discover an interest in CS as a result of the required course).
- Extra tutoring help for B students in entry-level courses. Almost all the “help” resources at the University seem to be aimed at getting students from failing to passing—but the students who are barely passing after massive help do not make good engineering majors, and are likely to fail out of the major later on. It would be far more productive to try to turn the Bs into As, retaining more women (and minorities) in the field. Of course, this means that the assistance has to be at a higher level than it often is now—the tutors need to know the material extremely well and be able to assist others to achieve that expertise. Basic study skills and generic group help may be good for getting from failing to passing, but may not be enough to get from B to A.
- More information to students about the feasibility and desirability of continuing with a B. This sort of encouragement probably has to happen one-on-one from highly trusted people (more likely peers than adults).
These ideas are definitely half-baked—I’m not even fully convinced that the theory behind them is valid, much less that they would have the desired effect. I welcome comments and suggestions from my readers.