Table of Contents

• The @work experience framework: a guide for retaining women in technologyKaren Holtzblatt. 1 [doi]
• Gender Analysis of a Large Scale Survey of Middle Grades Students' Conceptions of Computer Science EducationDavid C. Webb, Susan B. Miller. 1-8 [doi]
• IT-driven transcriptions: about gender and ethically relevant usage of speech and metaphors in computing and ITBritta Schinzel. 3-9 [doi]
• Culturally Responsive Making with American Indian Girls: Bridging the Identity Gap in Crafting and Computing with Electronic TextilesKristin A. Searle, Yasmin B. Kafai. 9-16 [doi]
• Digital training in tech: a matter of gender?Monika Pröbster, Julia Hermann, Nicola Marsden. 11-18 [doi]
• Bridging (Gender-Related) Barriers: A comparative study of intercultural computer clubsKonstantin Aal, Thomas von Rekowski, George P. Yerousis, Volker Wulf, Anne Weibert. 17-23 [doi]
• Agile redesign of student projects in a women-only degree courseJuliane Siegeris, Ruth Steinseifer, Helena Barke. 19-28 [doi]
• Lessons Learned With Girls, Games, and DesignAmanda Ochsner. 24-31 [doi]
• Hands-on participatory and interdisciplinary design in computer science: an exampleMelanie Irrgang. 29-33 [doi]
• Computational making, binary gender and LEGOJennifer A. Rode, Veronica Cucuiat. 35-42 [doi]
• Who Are You? We Really Wanna Know... Especially If You Think You're Like a Computer ScientistRob Semmens, Chris Piech, Michèlle Friend. 40-43 [doi]
• Making IT work: integrating gender research in computing through a process modelClaude Draude, Susanne Maaß. 43-50 [doi]
• Does Gender Matter? Women Talk about Being Female in College Computing ClassesJill Denner, Louise Ann Lyon, Linda L. Werner. 44-48 [doi]
• Gendered Barriers to Participation in Gaming CultureCrystle Martin, Matthew Rafalow. 49-52 [doi]
• Strengthening the self- and external perceptions of young women STEM professionals (YWSP) during career entry and advancement: a research projectJulia Schnittker, Kerstin Ettl, Friederike Welter. 51-53 [doi]
• Game Design: Whose game works at the end of the day?Susan B. Miller, David C. Webb. 53-56 [doi]
• "A nice brain teaser"Alice Ashcroft. 55-58 [doi]
• Encouraging Women to Become CS TeachersOlgun Sadik. 57-61 [doi]
• Gender audit: linguistic approach to gender stereotypes in online communicationSimone Burel. 59-61 [doi]
• Girls Learning Computer Science Principles with After School GamesCarolee Stewart-Gardiner, Gail Carmichael, Elisabeth Gee, Lorri Hopping. 62-63 [doi]
• 'It's your period and therefore it has to be pink and you are a girl': users' experiences of (de-)gendered menstrual app designJohanna Levy. 63-65 [doi]
• What's in a name?: an online survey on gender stereotyping of humanoid social robotsRobin C. Ladwig, Evelyn C. Ferstl. 67-69 [doi]
• The critical transformative room "elite sport" as phenomenonCecile K. M. Crutzen. 71-73 [doi]
• Building an online community of care: Tumblr use by transgender individualsBlake W. Hawkins, Oliver L. Haimson. 75-77 [doi]
• Putting the gender back in digital housekeepingJennifer A. Rode, Erika Shehan Poole. 79-90 [doi]
• Deconstructing sociotechnical identity in maker culturesAndrea Marshall, Jennifer A. Rode. 91-100 [doi]
• Social actions in MMORPG raiding groups from the perspective of culture-inclusive action theoryKerstin Raudonat, Nicola Marsden. 101-111 [doi]
• Gender influences on school students' mental models of computer science: a quantitative rich picture analysis with sixth gradersPhilipp Brauner, Martina Ziefle, Ulrik Schroeder, Thiemo Leonhardt, Nadine Bergner, Birgit Ziegler. 113-122 [doi]
• Gender-specific motivation and expectations toward computer scienceSarah Theres Völkel, Wiktoria Wilkowska, Martina Ziefle. 123-134 [doi]
• Find the right role: specialist vs. management career - individual career coaching for IT specialistsSilvia Förtsch. 135-137 [doi]
• Gender-specific attitudes and competences of young professionals in the context of digitalizationSwetlana Franken, Johanna Schenk, Malte Wattenberg. 139-141 [doi]
• Virtual reality or virtuous reality?: how gender stereotypes limit access to virtual realityKristian Gäckle, Tim Reichert, Nicola Marsden. 143-145 [doi]
• Research-based gender competences as a professional skill in STEM exemplified by the "fix-IT. fixing IT for women" projectDiana Drechsel. 147-151 [doi]
• Impacts of female doctoral researchers from China and India on the 'masculinized' disciplinary culture of german computer scienceKatharina Losch. 153-155 [doi]
• Study decisions, entrance and academic success of women and men in STEMYves Jeanrenaud, Alexandra Sept, Jenny Schnaller, Susanne Ihsen. 157-160 [doi]
• What is your "formal" name?: situational usage of surnames in Japanese social lifeAkiko Orita. 161-163 [doi]
• To whom does the driver's seat belong in the future?: a case of negotiation between gender studies and automotive engineeringSandra Buchmüller, Corinna Bath, Roman Henze. 165-174 [doi]
• Programming in secondary schools in Norway: a wasted opportunity for inclusionHilde G. Corneliussen, Fay Tveranger. 175-182 [doi]
• Sexism in remote collaboration in student teamsAnna Agafonova, Cornelia Connolly, Nicola Marsden. 183-189 [doi]
• Cognitive walkthrough of a learning management system with gendered personasArun Shekhar, Nicola Marsden. 191-198 [doi]
• Biological sex vs. psychological gender-roles in online channel choices: evidence from two studies in the financial services industryDennis Hummel, Sinja Herbertz, Alexander Mädche. 199-208 [doi]
• Reinforcing gender equality by analysing female teenagers' performances in coding activities: a lesson learnedBernadette Spieler, Dennis Hummel, Sinja Herbertz, Alexander Mädche. 209-219 [doi]
• How many story points for diversity?: estimation as a chance for diversity reflexionHelena Barke. 221-223 [doi]
• Gendering marteloscopes: digitalization of gender-knowledge in STEMMarion Mangelsdorf, Ronja Mikoleit, Sigrid Schmitz, Daniel Fetzner. 225-227 [doi]
• How to make teaching materials gender sensitive: an example from the human-computer interaction at the university of applied sciences emden/leerLisbeth Suhrcke, Jörg Thomaschewski. 229-231 [doi]
• Queering (meta)data ontologiesBlake W. Hawkins, Ryan Burns. 233-234 [doi]
• 'Digital me': best practice example for a gender sensitive offer to foster young women's interest in IT-jobsInga Zeisberg, Natalie Junghof, Valerie Dahl, Cornelia Denz. 235-236 [doi]
• Gender sensitive design of e-learning applications: online-education in gender competencesSabine Hastedt, Ulrike Erb. 237-238 [doi]
• Challenges and lessons learned by applying living labs in gender and IT contextsMichael Ahmadi, Anne Weibert, Corinna Ogonowski, Konstantin Aal, Kristian Gäckle, Nicola Marsden, Volker Wulf. 239-249 [doi]
• From beliefs to intention: mentoring as an approach to motivate female high school students to enrol in computer science studiesBettina Finzel, Hannah Deininger, Ute Schmid. 251-260 [doi]
• Gender-perspectives in practice-based computingVolker Wulf. 261 [doi]