Tricia Berry

Director, Women in Engineering Program
University of Texas at Austin

Unfortunately, retention is not simple.  Retention of women in the gaming industry, engineering, math and science is complicated with many factors playing into the decisions for women to leave the field of study.  There is no silver bullet or one course of action that will ensure that all who enter will stay.  We do know that real world connections, encouragement from faculty and peers, positive and relevant role models, a sense of belonging and an understanding of how they may make the world a better place will increase our retention of women in the field.  We are challenged to stay connected with the women pursuing a gaming education – continue to learn about their interests, keep the curriculum relevant, and provide the services that address their needs.  With a comprehensive retention approach, our aim is to provide our female students with a simple choice – graduate with this degree because with it, you can make this world a better place.

A woman may have chosen to enter into the gaming industry because of an experience in high school, the job opportunities, or the opportunity to combine creativity with math and science. But the reasons she leaves the field of study likely parallel those reasons experienced within engineering education as the number of women in both areas is low.  Women typically leave because dissatisfaction with their educational program, discouragement from faculty and/or peers, or lack of support within the institution (The Women’s Experiences in College Engineering (WECE) Project, April 2002).  Positive educational experiences, encouragement, and institutional support during the first two years of study are critical to retention in fields where women are underrepresented.

Positive Educational Experiences and Encouragement

Teenage girls want to pursue a career that interests them and will make a difference in the world (Changing the Conversation: Messages for Improving Public Understanding of Engineering, 2008).  One must continually assess what is of interest to the students and what brought them to the field in the first place.  By plugging into the interests and incorporating them into the classroom experiences and discussions, a student’s self confidence and sense of belonging, both significant indicators in retention, will increase.  Classroom and informal learning experiences within the first two years should engage students with real world examples, practical and hands-on activities, and a continuous connection to how they may make the world a better place through the career they have chosen.  Showcasing women succeeding in the gaming industry or using their gaming education to positively impact the world helps female students envision their own success and future impact.  Retention is also positively impacted when students are given the opportunity for dialogue and mentoring with positive role models such as upper-class students, faculty or those already in industry.  Mentors and role models positively impact retention by providing students with the opportunity to learn about career opportunities, share stories of persistence and envision their future in the gaming industry.

In addition to creating positive in-classroom experiences, it is important to understand the effects of out-of-classroom computing experiences.  A Carnegie Mellon study (Unlocking the Clubhouse: Women in Computing, April 2002) found that college computer science males were rewarded for the excess amount of time spent “playing” on the computer above and beyond their computer assignments – professors shared in their stories, creations and problem solving.  The computer science females completed their computer assignments but then spent time pursuing other activities such as student organizations, other classes or social activities – professors did not share in these stories.  Being aware of the differences in the way work is completed, expectations are set and classroom conversations are conducted can help eliminate subtle biases which may also impact female student’s self confidence and sense of belonging.

Institutional Support

Support for women in gaming education should come in the classroom, through student organizations and through institution student support services.  The classroom should be free from harassment and created and taught in a manner to limit gender biases.  Students should understand their rights and should be reminded on a regular basis where to turn should they have questions or concerns regarding their classroom experience. Alexander Astin (Involvement: The Cornerstone of Excellence, 1985) indicates that excellence in education is impacted by “student involvement” such as participation in student organizations and interaction with other students. Student organizations provide students the opportunity to build community and share experiences.  Institution student support services can provide students with focused programming, retention-minded activities, and retention-focused advising.  Finally, by providing female-focused support services, institutions demonstrate the desire to increase recruitment and retention of women in the field and help lessen the sense of isolation felt by those in the minority.