Diversity in Computer Science

Front matter

Diversity in Computer Science

Diversity in Computer Science

Pernille Bjørn Maria Menendez-Blanco ¢ Valeria Borsotti

Introduction

Diversity in Computer Science: Design Artefacts for Equity and Inclusion presents and documents the principles, results, and learnings behind the research initiative FemTech.dk, which was created in 2016 and continues today as an important part of the Department of Computer Science at the University of Copenhagen’s strategic development for years to come. However, this book is also the story of how we (the authors) as computer science researchers embarked on a journey to engage with a new research field — equity and gender in computing — about which we had only sporadic knowledge when we began. We refer here to equity and gender in computing as a research field — but in reality, this research field is a multiplicity of entangled paths, concepts, and directions that forms important and critical insights about society, gender, politics, and infrastructures which are published in different venues and often have very different sets of criteria, values, and assumptions. Thus, part of our journey is also to learn and engage with all these different streams of research, concepts, and theoretical approaches and, through these engagements, to identify and develop our own theoretical platform, which has a foundation in our research backgrounds in human computer interaction broadly — and interaction design and computer supported cooperative work specifically. We chose in this book to include insights about our own journey, including failures and successes we experienced along the way. In this way, we choose to become vulnerable through our writing and hope that readers will appreciate our efforts in making transparent and visible those aspects of research that sometimes remain invisible in research publications. Demonstrating vulnerability in research can be scary and present risks — however, in true equity and inclusion research, personal self-disclosure is a common practice (Hamidi et al. 2018; Keyes 2018) that allows peers to consider the perspectives through which research activities are being conducted and accomplished. Among the main theoretical assumptions within equity and inclusion research is that who you are and where you come from matter and shape the kinds of research endeavours you can accomplish (Muller 2011; Rode 2011; Spiel et al. 2020). Thus, when you study a phenomenon, you always take a position and study from ‘somewhere’ (Haraway 1990), and for peers to fully judge your work and contribution — and to consider how your work embraces the complexities of the contextual vi Introduction considerations — they need insights into your position. We hope readers of this book can learn from our mistakes and challenges and in this way push equity and inclusion research as well as interventions forward, changing the state of diversity in computer science.

How to Read This Book

This book is written with five different audiences in mind. Surely, you can decide to read the whole book from cover to cover. We have intentionally made the book short with many illustrations and expect that readers can get through it in appropriate time and hopefully enjoy all the content. However, if you have specific interests, knowledge, or insights you want to start with, we will here provide suggestions for directed reading.

One audience is computer science teachers (at all levels but mostly high school and up) who are interested in thinking about diversity and equity when designing their classrooms, their assignments, and interactions. While our book is not about new teaching methods or computer science curriculum per se, the FemTech principles demonstrated through the design artefacts Cyberbear, Cryptosphere, and GRACE can inform teachers on how to think differently about their curriculum and teaching environments. We expect that such readers would benefit from focusing their reading on Chaps. 4, 5, and 6. It is in these chapters that we introduce the FemTech design principles and our design artefacts, and present the data and results from our workshops and interventions.

A second audience includes the decision-makers, managers, and policymakers who lead tech organizations or computer science departments and want to have dedicated strategies for diversity, equity, and inclusion initiatives beyond ‘window dressing’. For these readers we suggest focusing their readings on Chaps. 7, 8, and 9. Of specific interest for management at universities (and computer science departments), we would include reading Chap. 1.

A third audience includes researchers who do research within equity in computing within areas such as software development, human computer interaction, computer supported cooperative work, and design research. For these readers we would suggest reading Chaps. 2, 3, 4, 5, and 6. These chapters introduce our research, methods, and findings.

A fourth audience includes tech organizations and unions, who are in the unique position of being able to make a concrete impact and push for equity within the computing industry. For this audience, we suggest reading Chaps. 7, 8, and 9 — to find a way to move organizations from only celebrating International Women’s Day on March 8 each year to making real change.

The fifth audience includes journalists, the public, and other individuals who have an interest in questions such as: Why are there so few women in computing and tech organizations in Denmark? What are the historic reasons for computer science departments to have so few women? What can we do about it?

Introduction vii

There might be even more audiences who have an interest in this book — we hope so — and therefore we have been dedicated to making the book as available as possible for a large audience in both Denmark and internationally. To help all audiences navigate the book, we next introduce each chapter briefly. Further, there are lists of all tables and figures.

The book contains nine chapters of different lengths and foci. ‘Introduction’ sets the stage for the book through the introduction you are currently reading. We suggest that all readers use this chapter and the table of contents to navigate the book for directed reading.

Chapter 1, “The State of Diversity in Computer Science in 2022’, focuses on the state of diversity in computer science in 2022 in Denmark. The chapter includes historic facts about three women pioneers in computing — and introduces gender statistics about PhD degrees and PhD supervision in the Department of Computer Science at the University of Copenhagen. We suggest that you read this chapter if you are interested in the history of computer science in Denmark and are puzzled about why we know so little about the women.

Chapter 2, ‘Femtech.dk Research Initiative’, introduces FemTech.dk, the research interest, our aim, and contextual situations, which is the foundation for the book. If you are considering being inspired by the FemTech work, it is important to understand the basic interests and assumptions behind the approach, and thus we suggest reading this chapter.

Chapter 3, ‘Interventionist Research’, introduces the research method used in FemTech. Chapter 3 includes reflections on how our work is situated within the Scandinavian approach to participatory design and action research. Finally, the chapter introduces our interventionist agenda and provides reflections on our role as researchers. This chapter will be most interesting for readers who want to know about the epistemological assumptions behind our work.

Chapter 4, ‘Makerspace Methodologies & Design Principles’, situates our work in the physical DIY (do-it-yourself) computing laboratory and explicates how moving the narrative on computer science from desktop research to the lab is a dedicated interest and concern of our work. Further, the chapter includes how we mobilized various resources in our attempt to create and build physical places for our work. The chapter also introduces the four FemTech design principles, on which all our artefacts and interventions have been based.

Chapter 5, ‘Cyberbear & Cryptosphere: Sociomaterial-Design, Social Belonging, and Gender Representations’, is one of the core chapters in the book. The chapter presents the research we did considering the design of FemTech artefacts and the events we organized for women who do not see themselves as belonging to computing. If you are organizing events or other activities — or considering concrete new outreach strategies for your diversity work — we suggest reading this chapter.

Chapter 6, ‘GRACE: Designing Sociomaterial Assemblages Unpacking Gender Equity in Computing’, is the second core chapter in this book. The chapter focuses on the FemTech artefact GRACE, an installation for discussing and reflecting on gender in computing. The chapter includes all the research results we gained using GRACE as an artefact of inquiry. If you are interested in provocative design

Vili Introduction artefacts and how they can travel and be used for engaging people in conversations, you should read this chapter.

Chapter 7, ‘Equity & Inclusion’, is a reflective chapter which introduces important vocabulary for organizations and individuals to consider when thinking about equity, diversity, and inclusion. The chapter is core reading if you are involved in any kind of diversity work in your organization — in particular, we suggest that all decision-makers in tech organizations as well as computer science university departments read this chapter.

Chapter 8, “Organizational Change for Equity and Inclusion’, introduces three propositions, based on all our work, which can help move ‘diversity, equity, and inclusion’ work in organizations. We suggest that decision-makers and managers at all levels involved in tech organizations or computer science departments read this chapter. Also, unions, union representatives, and political policymakers would benefit from reading this chapter, in their attempt to move the agenda forward in a concrete manner.

Finally, in Chap. 9, ‘Final Reflections’, we reflect on our own learnings, which we hope will benefit others as they move the agenda forward. This includes normative statements about what kind of activities and initiatives we found to be beneficial if tech organizations and computer science departments truly are to reach equal gender representation within computer science and technology development.

Acknowledgements

FemTech.dk could not have existed if not for the many people, students, colleagues, and participants who engaged with us and helped us develop concepts, organize events, design artefacts, and provide a supportive and enjoyable work environment. Martin Dybdal needs special thanks for taking on the FemTech workshop after us, joining our efforts with the UCPH Makerspace, and continuing to develop the concept as well as developing and executing the kick-starter course mainstreaming our efforts. We thank Naja Holten Møller, Stina Matthiesen, Karim Jabbar, Arni Mar Einarsson, and Nelson Tenorio for joining us in developing and executing the MakerWeeks and for being amazing and supportive colleagues always ready to test our prototypes and provide reflective feedback. Further, we must thank Naja Holten Møller, Stina Mathiasen, Mia Meldgaard Jensen, and Kasper Lorentzen, who joined as teachers for the FemTech workshop in 2017. We thank Paul Strohmeier for allowing us to use his e-textile research as part of the Cyberbear workshop in 2017 and Christoffer Belange, who was instrumental in the implementation of the Cryptosphere for the workshop in 2018. We also thank all the computer science students who joined our activities — especially the co-teachers for the FemTech workshop in 2018, Rasmus Hvid Schmidt and Maja Hvidtfeldt Hakansson. Maja Hvidtfeld Hakansson also continued on for additional FemTech workshops, for the kick-starter course, and made amazing architectural drawings for our dream makerspace design. Thank to Haakon Lund and Trine Louise Schreiber for inviting us to join the special issue on ‘makerspaces, makers, and make movement’ in 2018, and Mette Seistrup for supporting us with room and equipment at KUA3 when we needed it. We also thank Claus Witfelt, who has been very supportive in sending his students to join the FemTech workshops each year. We also thank all the participants who have joined the FemTech workshops over the years.

Huge thanks go to Stine Broen Christensen, from Underbroen, who invited us to present GRACE at Copenhagen Makers in 2017 in Carlsbergbyen; Hans Dybkjer, for developing the origami design for the GRACE installation; Peter Bjørn Rasmussen and Lise Dandanel, for composing and performing the music for the GRACE events; Jesper Bruun, for collecting data about GRACE during Copenhagen Makers; and Kasper Lorentzen, for implementing the GRACE app. Also, thanks to x Acknowledgements

Chi Pham, who joined the Copenhagen Maker event in 2017. We would also like to mention Stavris Solo, who as the lab manager at the Southern campus has always supported our efforts for the MakerWeek and all kinds of other events — and for providing a home for the GRACE installation.

We also thank all the students who have joined the Makerspace or supported the FemTech research in different ways by joining workshops, by doing their master’s thesis as part of FemTech, or by supporting the effort and being amazing students. In particular, we would like to mention Christoffer Belange, Mette Hermansen, Jenny Margrethe Vej, Søren Sørensen, Jonathan Jensen, Olivia Linder Tabel, and Frederik Freiesleben, who each have produced excellent research within FemTech as part of their master’s or bachelor’s thesis.

We thank Heike Vögele, for visiting us in Copenhagen and collecting data about makerspaces; Sine Zambach, for featuring FemTech in her book; Lone Kofoed, for featuring GRACE in Wilful Technologies; and Ben Christensen, for inviting us to talk about FemTech at SAP, #sheinnovate in New York. We thank Martha Larson and Susanne Boll for inviting us to present the keynote at ACM MM 2019 in Nice, France.

Finally, we also thank the former head of department, Mads Nielsen, for supporting the FemTech initiatives from the beginning — and the current head of department, Jakob Grue Simonsen, for continuing to support FemTech as well as prioritizing the agenda of Inclusive DIKU.

FemTech continues today as an important research-based initiative in the Department of Computer Science, University of Copenhagen, especially with the research of the third author, Valeria Borsotti, PhD, and her role as diversity chair in the department. As a result, two new initiatives were created in 2021: Code of Conduct and Inclusive DIKU. Creating organizational transformation requires persistence, commitment, time, effort, resources, and collaborative engagement.

Contents

FemTech’s Initial Focus on Bachelor’s and Master’ s , Students Latch au FemTech as Long-Term Endeavor ....i5.:6i0se sd akeuseiaaaeags

Scandinavian Participatory Design & Action Research Lekaeio kent Our Role as Researchers.. orcrersrrerirrarsrerri: EE TETTE

Makerspace Methodologies 2.0 isi45.chociessddadeedcianeaden UPCH Makerspace as a Concept 5c. 5.cccds0dstiervawodbewieee as Concrete Interventions... 2son40spgacde rar E sia rE ANER A The Four Fem Tech Design Principles, sscisdrirsrrsrsricssicenes Producing Altemative Narratives... icc csscese ates robes vnaiws Embedding Storytellng e ressirireprirerrt sei pr kehte EN

Chapter 1 A) The State of Diversity in Computer Science ss in 2022

‘Datalogy’ (or computer science) is the academic foundation and practice that determines how digital technologies are designed, developed, and introduced into peoples’ lives. Digital technologies shape society, life, and work and influence how people think and act with technology in all aspects of life. In a democracy it is vital that the people who create technology mirror the society’s diversity, to ensure that new digital technologies do not constrain people’s agency but enable people to act and take part in society. Today, in 2022, diversity and inclusion is one of the main challenges for computer science as a field and profession in Western countries such as Denmark and the USA (Frieze and Quesenberry 2019; Borsotti and Bjgrn 2022), and studies have shown that computer science will not reach gender parity in this century (Holman et al. 2018) without interventions directed at change.

Three Pioneer Women in Computer Science in Denmark

All the research we present in this book took place in the Department of Computer Science at the University of Copenhagen (Datalogisk Institut Københavns Universitet [DIKU]), in Denmark. Thus, our work is situated in Denmark, and since gender is culturally shaped (Butler 1999), providing some contextual information about the Computer Science Department is important. The University of Copenhagen was established in 1479 and is the oldest university in Denmark and the second oldest in Scandinavia (Uppsala University in Sweden was established in 1477). DIKU was established in 1970 by Turing Award winner Peter Naur and grew out of the Department of Mathematics. DIKU was thus created during the “68 student rebellion at universities in Denmark, where students and administrative personnel fought for voice and decision power in the universities, thus challenging the prior unified power owned only by professors (Hansen 1997). At this time, universities in Denmark transformed from elite institutions for the few to mass universities that were democratically organized. At DIKU this meant that students were highly

© The Author(s) 2023 1 P. Bjørn et al., Diversity in Computer Science, https://doi.org/10.1007/978-3-031-13314-5_1

2 1 The State of Diversity in Computer Science in 2022 engaged with the department’s planning and teaching — active in creating the institution — and that Head of Department was an elected position. At that time approximately 20% of the students were women (Sveinsdottir and Frøkjær 1988), and one of the core faculty members creating the department in 1970 was professor Edda Sveindottir (1936-2022). Considered the first woman computer scientist in Denmark, Professor Sveindottir was the first woman to be appointed Head of Department for Computer Science. Professor Sveindottir was never appointed full professor at DIKU, remaining an associate professor until she left DIKU, but became a full professor at Roskilde University, where she stayed until her retirement. Professor Sveindottir is to date the only woman Head of Department at DIKU, and her pioneering research and impact on the development of computer science in Denmark is well celebrated.

The PhD degree was introduced in Denmark in 1987, and the first woman to earn the degree in computer science in Denmark was at Aarhus University, the second largest university in Denmark, Professor Susanne Bødker, that same year. The Department of Computer Science at Aarhus University was established in 1975 — and Professor Bødker continues to be one of Denmark’s most influential and international leading computer science researchers to this day. The first woman to earn a PhD in computer science at DIKU was Professor Emeritus Elin Rgnby Pedersen, in 1988. After finishing her PhD with Peter Naur as supervisor, Professor Pedersen become associate professor at Roskilde University. She left Denmark and academia and moved on to industry at Google and Microsoft for more than 25 years. Professor Rgnby Pedersen returned to Denmark in 2021, continuing as a senior research scientist at Google, but was also appointed professor at the University of Southern Denmark.

There is no doubt that these amazing women all had — and still have — a huge impact on how computer science research has developed in Denmark and internationally. They have each in different ways been pioneers and _ trailblazers! Unfortunately, they are also only a very small set of the very few women who managed to succeed in computer science academia in Denmark during the period 1970-2010. Let’s look at the numbers. First, however, it is important to mention that we are aware that gender is not a binary construct divided into only two categories: women and men. However, for reporting numbers we are basing our observations on the available historical data, which are reported in binary terms.

Lack of Diversity: PhD Degrees & PhD Supervisors

The PhD degree is the highest obtainable academic degree, and it documents a person’s research skills and qualifications. Since its introduction to Danish academia in 1987 (there were other merit systems in Denmark before that), the PhD degree has been a requirement for obtaining a faculty position at universities in Denmark and internationally. Thus, to understand the diversity potentials in universities, one must start by looking at the numbers for people obtaining the PhD degree.

The Privilege of PhD Supervision 3

If we look at the numbers from the Department of Computer Science at University of Copenhagen (DIKU) focusing on PhD degrees, we find the following. Since the PhD degree was introduced in 1987 in Denmark, only 23 women have been awarded the degree in computer science from DIKU, whereas 155 men have been awarded the degree. Of the 35 years that DIKU have been awarding PhD degrees, there have been 21 years with no women graduating with a PhD degree but only 2 years for men. In the period 1987-1997, only 4 women received the PhD degree in computer science from DIKU, whereas 37 men did; and in the period 1998-2008, only 2 women received the PhD degree from DIKU, whereas 38 men did. If we look at the statistics for the last 5 years (2017-2021), 8 women and 42 men graduated with a PhD degree from DIKU. While PhD degrees have been awarded to women from DIKU since 1988, the numbers are clearly unbalanced (Table 1.1).

The Privilege of PhD Supervision

To fully comprehend the gender unbalance in the Computer Science faculty at DIKU, it is important to consider the different measures and metrics by which faculty success is considered. While there has been a change in recent decades in terms of evaluating the impact and research quality of universities in Denmark — with an increased focus on citation indexes, grant procurements, and relevance to industry — most academics would agree that PhD education continues to be an important measure both nationally and internationally within computer science. Supervising and graduating PhD students is thus a privilege that allows faculty to extend their research agenda and continue their personal research interests. Having the opportunity to supervise PhD students in Denmark depends on individuals’ success in winning research grants to pay for those students. However, as clearly demonstrated by research on grant distributions in Denmark (Aagaard et al. 2018; Madsen and Aagaard 2020), the 20% most-grant-winning researchers in Denmark are awarded 75% of all available funds (Norn 2019). Further, even considering the gender unbalance in the overall Danish academic environment across all topic areas, only 22% of all funds are allocated to female PIs.

Overall, 40% of Danish researchers are female, while this is the case for only 34% of the grantees. However, when considering the distribution of grants and funding amounts only 29% of all grants have a female PI, and only 22% of all funding is allocated to a female PI. (Madsen and Aagaard 2020)

Funding influences career advancement in academia, not only in terms of having available resources to do research but also as part of the merit that provides access to faculty positions. The ability to win funds is perceived as part of the qualification criteria for academic hiring — and for the next funding application. This means that researchers who have already demonstrated their ability in attracting funds are more likely to continue attracting new funds (safe bet). This phenomenon that scientists who have previously been successful are more likely to succeed again, producing

4 1 The State of Diversity in Computer Science in 2022

Table 1.1 PhD degree awarded in the period 1987-2021 from Department of Computer Science,

Women Men All

2021 3 13

2020 8

2019 2 5

2018 2 9 7 8 me a

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NIAJ ujula increasing distinction, is referred to as the Matthaeus (or Matthew) effect (Bagilhole and Goode 2001). The Matthaeus affect refers to the Bible quote “For everyone who has will be given more, and he will have an abundance. But the one who does not have, even what he has will be taken away from him” (Matt. 25:29); the term was coined by sociologists Harriet Zuckerman and Robert K. Merton (Zuckerman and

Gender Distribution of PhD Supervisors 5

Merton 1971), who studied the scientific elite of Nobel laureates in the USA (Merton 1968; Zuckerman 1977). Their research showed that in the matter of academic credit, credit is given to already famous people, and in cases of co-authorship where the authors have unequal reputations, the person who is best known gets more credit and the names of the additional authors tend to be forgotten (Merton 1968). If we apply this pattern of recognition and academic credit to the funding landscape in Denmark, the Matthaeus effect seems to apply given that only 20% of Danish researchers receive 75% of the complete available funding.

Access to external funding is highly connected to the privilege of PhD supervision in Denmark. First, in Denmark, PhD students are both students and employees, which means that they are accepted to the PhD school as a student but that their supervisor must be able to fund their salary as hired employees. Because of the decrease in universities spending basic funds on PhD students and a higher reliance on external funding for PhD employment, gaining the privilege to supervise PhD students relies heavily on individual faculty success in winning external funding to pay for PhD employment. Successful supervision of PhD students will in most cases lead to an increase in high-ranking publications, which in turn will increase the citation index of the individual PhD student as well as the supervisor — which again would improve the chances of winning research grants, and so forth. The increased pressure on securing grants and decreased chance of receiving funds mean that brilliant ideas and excellent qualifications are not enough to win. Innovative international initiatives try to reduce bias and improve openness to radical, non-mainstream ideas by implementing new mechanisms for distributing grants based on a lottery (Adam 2019), and Danish researchers have also suggested that the Danish funding landscape should consider such approaches (Baggersgaard 2021). In 2022, the Novo Nordisk Foundation, one of the largest private funders in Denmark, declared that they will experiment with partial randomization of fund distribution (Frandsen 2022).

Gender Distribution of PhD Supervisors

Given the unbalanced funding distribution, the low number of women PhD graduates, and the low number of women faculty in the Computer Science Department — we decided to explore the gender distribution of PhD supervisors. Associate and full professors can be PhD supervisors, and tenure-track assistant professors can be cosupervisors until they are promoted to associate professor. Examining the relationships between supervisors and their PhD students who graduated from DIKU during the period 1987-2021, we find no PhD student graduate with a woman supervisor until 2010. This means that for the first 23 years of DIKU awarding the PhD degree, only men received the privilege of supervising PhD students. There are multiple cases from the period 1990-2010 where the privilege and work of supervising a PhD student was shared by a group of supervisors. However, not until 2010 did a mixed-gender supervisory team graduate a PhD student. Even after 2010, women

6 1 The State of Diversity in Computer Science in 2022 supervisors were a rarity — and of the 35 years (1987—2021) in which DIKU awarded the PhD degree, there were 37 years where no women had the privilege of solo supervising PhD student graduating. In comparison, there is only one year without male supervisors, 1992, when no PhD student graduated from DIKU.

Of the 35 years, DIKU awarded the PhD degree to students with mixed-gender group supervisors in only 8 years, during the period 2010-2021. Further, in only 4 years were PhD graduates solo supervised by a woman (2010, 2019-2021), graduating in total 6 PhD students. There have been no women-only group supervisions and only 13 mixed-gender group supervisions in total over the 35 years, whereas there have been 27 men-only group supervisions. Co-supervision is also a privilege, which means that where a faculty member benefits from being a co-supervisor, it is most likely a man. In comparison, 133 PhD graduates from DIKU in all 35 years have been supervised by male supervisors. Graduating PhD students as a supervisor confers privilege and power, as it is a core measure for promotion. Further, extremely few PhD students experience women supervisors (Table 1.2).

Finally, we should mention that besides Professor Edda Sveinsdottir who was associate professor at DIKU until she left (1970-1987) and was promoted to full professor at Roskilde University; Senior Scientist Dr. Julia Lawall was also associate professor at DIKU during the period 2000-2011, before she left to work at INRIA. Both Edda Sveinsdottir and Julia Lawall were the solo women faculty during their time at DIKU. We have not been able to identify any women who were faculty at DIKU during the period 1987-2000. Corinna Cortes is VP at Google Research in New York, and also hold the title as adjunct professor at DIKU since 2011. Marleen de Bruijne was recruited as associate professor at DIKU in 2011; Christina Lioma was recruited as tenure-track assistant professor in 2012; and Aasa Feragan was recruited as associate professor in 2014; Katarzyna (Kate) Wac was recruited as associate professor in 2015; and Pernille Bjgrn was recruited as full professor in 2015.

The point here is that to fully comprehend the state of affairs shaping the unbalanced gender representation in computer science in Denmark in general and at DIKU specifically, it is not enough to pay attention to the gender disparity between bachelor’s and master’s degree students; we must also look at the gender disparity within the PhD student cohorts — as well as the gender disparity within the faculty having the privilege of supervising PhD students.

Slow Change 2015-2022

In May 2015, DIKU hired a woman into a full professor position for the first time. As of 2022, DIKU has increased the number of women faculty for tenure-track assistant professors, associate professors, and full professors. For women faculty, DIKU has as of January 2022 four full professors (Professor Pernille Bjørn, recruited in 2015; Professor Marleen de Bruijne, promoted in 2018; Professor Christina Lioma, promoted in 2019; Professor Irina Shklovski, recruited in 2020), three associate professors (Associate Professor Melanie Ganz-Benjaminsen, promoted in

Slow Change 2015-2022 7

Table 1.2 Supervisors of PhD graduates, 1987-2021: 133 solo men supervision, 6 solo women supervision, 13 mixed-group supervision, 26 group of men supervisions, and 0 women group supervisions, for a total 178 PhD graduates

PhD supervisors 1987-2021

Man Woman Group supervision mixed Group supervision men Year | (solo) (solo) gender ONLY

NIN Rin

=

2021; Associate Professor Joanna Bergström, promoted in 2021; and Associate Professor Isabelle Augenstein, promoted in 2020), and six assistant professors (Tenure-Track Assistant Professor Maria Maistro, Tenure-Track Assistant Professor Sarah Homewood, Tenure-Track Assistant Professor Valkyrie Savage, Tenure-Track

8 1 The State of Diversity in Computer Science in 2022

Assistant Professor Naja Holten Mgller, Tenure-Track Assistant Professor Hasti Seifi, and Assistant Professor Stina Matthiesen).