一句话：通过入门编程课程案例，审视入学数学要求与性别多样性及学生表现的关系。
计算机科学（CS）教育中女性持续代表性不足，性别分布不均。一个改善多样性的挑战是，许多女性在高中选择非技术方向，因而常缺少进入 STEM 专业所需的数学资格。本文以一门入门程序设计课程为案例，考察入学要求与性别多样性之间的关系，并分析学生在该课程中的表现。研究旨在反思现行的数学等入学门槛是否合理，以及它们如何影响不同背景学生的参与和成功。摘要未报告具体数据与结论，但强调需重新审视 CS 教育的准入条件以促进性别多样性。
The gender distribution in computer science (CS) education remains uneven, with a persistent underrepresentation of women. One challenge in improving diversity is that many women choose non-technical tracks in high school, and therefore often lack the required mathematics qualifications for STEM educations.
@inproceedings{paperbot9189,
title = {Rethinking Entry Requirements for Gender Diversity in CS Education: A Case Study of Student Performance in an Introductory Programming Course},
author = {Lisa Sällvin and Lena-Maria Öberg and Jörgen Söderback and Erik Öberg},
booktitle = {FSE},
year = {2025},
doi = {10.1145/3696630.3728694}
}