Indonesian J our nal of Electrical Engineering and Computer Science V ol. 24, No. 2, No v ember 2021, pp. 1130 ∼ 1140 ISSN: 2502-4752, DOI: 10.11591/ijeecs.v24.i2.pp1130-1140 ❒ 1130 F actors impacting J ordanian w omen in computing case study: Hashemite Uni v ersity Ebaa F ayy oumi, Sahar Id wan Department of Computer Science and Applications, F aculty of Prince Al-Hussein Bin Abdallah II for Information T echnology , The Hashemite Uni v ersity , Zarqa, Jordan Article Inf o Article history: Recei v ed Dec 28, 2020 Re vised Sep 12, 2021 Accepted Sep 21, 2021 K eyw ords: Higher education Information technology Multi-v ariate analysis W omen studies ABSTRA CT W e consider pursuing the Jordanian w omen their graduate studies in Information T ech- nology disciplines as an indicator of socio-economic de v elopment and empo wering w omen in Jordan. This paper presents the rst s tudy of multi-v ariate stereotypes that shape the problem by addressing the follo wing f actors: tra v el abroad, f amily mat- ters, skills and e xperience, traditional and c ultural dif ferences, scholarship opportu- nities, nancial matters, and language complications. These f actors were e xtensi v ely studied, and their ef fects were estimated by applying the linear -re gression, one-w ay ANO V A, and Schef fe tests. The scholarship opportunity ( R 2 = 0 . 354 ), tra v el abroad ( R 2 = 0 . 281 ), and nancial matters ( R 2 = 0 . 226 ) were the most inuential f actors on Jordanian w omen’ s decision in pursuing their graduate studies. On the other hand, skills and e xperience stereotype ( R 2 = 0 . 076 ) has the least inuence. This is an open access article under the CC BY -SA license . Corresponding A uthor: Ebaa F ayyoumi Department of Computer Science and Applications F aculty of Prince Al-Hussein Bin Abdallah II for Information T echnology The Hashemite Uni v ersity , P .O. Box 330127, Zarqa 13133, Jordan email address: enf ayyoumi@hu.edu.jo 1. INTR ODUCTION W omen remain under -represented in all scientic and technological elds, despite playing a predomi- nant role in b uilding society hand-in-hand with men [1]. It is well-kno wn that education is vital for both genders because it is the most po werful w ay to l ift people out of po v erty . Ne v ertheless, we belie v e in its essentiality to w omen since it helps them claim their rights and realize their potential in politics, economics, and social areas. Rashti states that “The rational for a need to focus on w omen’ s achie v ements in higher education is considered a k e y social de v elopment indicator measuring w omen’ s statues and conditions in an y country” [2]. Besides that, joi ning graduate studies schools mak es the w orld better for w omen and protects them from an y type of ab use or violence [3], [4]. Lin [5] identied the most signicant barriers and challenges f aced enrolled w omen in higher educa- tion in the USA: the commitments of multiple roles, lo wer le v el of self-condence, and insuf cient f amily and social support. Whereas the author of [6] list ed the top four barriers to coll e ge completion: under -preparation, institutional barriers, personal non-academic barriers, and colle ge tuition costs. The author of [7] highlighted the barriers that under presented w omen in science, technology , engineering, and mathematic s (STEM) elds in the USA. W ork-life balance, time management, lo w s elf-condence, lack of female role model, fe wer numbers of w omen in science and engineering classes, and a male-dominated en vironment recorded as the most critical barriers f acing w omen in the STEM eld. Moreo v er , good recei ving support from f amily , kind treatment from J ournal homepage: http://ijeecs.iaescor e .com Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 1131 the advisor , fund a v ailability , and absence of se xual hara ssment helped w omen in the STEM eld pursue their studies in the USA. Adult w omen students in other countries may endure di v erse dif culties. F or e xample, the absence of mentors, f ailure to nd an appropriate balance between career and f amily were the reasons behind under - presenting w omen as students and researchers in the social sciences in Africa [8]. The African w omen, who pursued their graduate studies in scientic disciplines is af fected by gender , race, and third w orld mar ginality through their educational goals [9]. The author of [9] highlighted ho w the chilly en vironment f aced by African w omen moti v ated them to accomplish their goal and to resist the ne g a ti v e racial stereotyping re g arding their African identity such as emotional costs, loss of opportunities, the b urden of domestic responsibilities, ne- glect of spouse and children, and shortchanging of t heir leisure and long study duration period to accomplish their graduate studies. Another study [10] highlighted a set of f actors that increases the dropout rate of post- graduate w omen in South Afri ca. The author of [11] identied some challenges female doctoral students in Ethiopia e xperience in their doctoral program. Further , another study [12] sho wed that af rmati v e action had not guaranteed gender equity in South African and K en yan higher education systems. In Asia, gender -based discrim ination starts in childhood and carries throughout to uni v ersity enrol- ment [4], [13], [14]. Ho we v er , the Asian Uni v er sity for W omen successfully eliminates certain f actors that pre v ent man y w omen from continuing t h e ir education, b ut more w ork is still required to unlock the social, political, and economic potential of a generation of w omen [15]. F or e xample, more attention should be gi v en to gender equity , including promoting leadership opportunities for female students, counteracting traditional gender tracking by pro viding support for w omen in male- do m inated elds, and educating a complete campus climate through student support services and an e xplicit emphasis on di v ersity [15]. On the other hand, the authors of [16] sho wed that certain f amilies in P akistan do not allo w w omen in general and married w omen, particularly for higher education because of social, cultural, religious, economic, and educational f actors. Un- fortunately , supporting married w omen’ s education depends upon f amily attitude, educational status, nancial stability and husband vie wpoint. A similar situation f aced Indian w omen when pursuing their higher education [17]. In the same w ay , Malaysian w omen ha v e e xperienced dif culties in obtaining higher education due to structural and attitudinal barriers, the equitable participation of w omen in higher education and their cultural backgrounds [18]. Another study in Iran [19] indicating the importance of balancing the traditional perspecti v e of motherhood and educational responsibilities to increase the number of w omen in higher education. Other studies stated that gender inequality is traditionally structured in all life matters in the M iddle East [20], [21]. This situation applies to man y Arab Muslim societies, as well as some W estern societies [21]. Man y studies [22]-[24] in v estig ated the barriers that can pre v ent Saudi w omen from continuing or e v en starting their education. The author of [23] pointed out that transformati v e learning plays a role in the de v elopment of Saudi w omen’ s condence. The author of [24] indi cated that or g anizational, cultural, and personal barriers were the main challenges f aced by w omen leaders in the higher education sector in Saudi Arabia. W omen’ s training and education will increase the le v el of their competence and leaderships to inferior and subordinate the positions of men [25]. Recently , w omen access the information technology (IT) eld, b ut some nd the prospect of a career in IT to be profoundly unappealing. This inspired us to i dentify barriers/ stereotypes that discourage Jordanian w omen from pursuing their study in IT and ha ving it as a career . This study took place on the Hashemite Kingdom of Jordan, a young, moderate, stable, and peaceful country with limited natural resources such as w ater , g as, and oil [26]. On the other hand, Jordan is a w are of human resources’ importance; therefore, it places a great emphasis on education [27]. This mak es m ost Jordanians equipped with high education and professional le v el compared to other people in the re gion. King Abdullah II ur ged the Jordanian Go v ernments to support and mo v e the Information Communication T echnology sector forw ard. His majesty belie v es in the fundamental role of w omen in the Kingdom’ s socio-economic and political life; therefore, he w as in v olv ed in enacting the necessary le gislation to guarantee that. Generally , w omen form the b ulk of the w ork, and men serv e as bosses [28]. Men are most lik ely to be found in positions wi th the greatest po wer , pay , and prestige [1], [29], [30]. T o the best of our kno wledge and e xperience, the disparity between w omen and men has enduring persist ence in the recruitment and retention of w omen at all IT le v els w orldwide. Therefore, a fundamental question should be raised “Whether IT really needs w omen, or whether w omen need IT” [30]. The research literature reports se v eral obstacles in w omen’ s pathw ay in entering the IT disci p l ines and nding or maintaining their academic or industrial positions. These obstacles are cate gorized into tw o groups: internal and e xternal obstacles. Internal obstacles include se x- role stereotyping, lack of aspirat ion, role conict, and lo w self-esteem. Exte rnal obstacles include lack of F actor s impacting J or danian women in computing case study: Hashemite Univer sity (Ebaa F ayyoumi) Evaluation Warning : The document was created with Spire.PDF for Python.
1132 ❒ ISSN: 2502-4752 encouragement and colle gial netw ork, little nancial support, f amily responsibilities, lack of mobility , and hiring and promoting practices [1], [29], [31], [32]. Further , w omen continue to be under -presented in computer science at both graduate and under grad- uate le v els [1], [31], [33]. This situation has been justied based on tw o reasons: (i) the disturbing possibility that computer science beha v es in a w ay that limits w omen to be a part of it, such as e xperience with computer [32], abstract characteristics of softw are use [31], the cultural v alues embedded in educational softw are and computer g ames [31], kno wledge about computer science [32], and safe access to the w orkplace [31]. (ii) de- mographic trend sho ws an increasing number of m ales compared to the females entering IT discipline during the ne xt decade [31] due to some e xisting barriers that ha v e been e xtensi v ely reported in the literature, such as discriminatory beha vior in classroom en vironment [32], [34], personality [32], gender dif ferences and ho w the y correlate to the student’ s performance [32], [35], scarc ity of role model [31], and the lack of supporti v e community [32]. Further details can be found in the comprehensi v e studies on multi-v ariate f actors that impact the number of w omen studying computer science major and highlight some suggesti o ns and ef fecti v e strate gies to increase recruitment and retention of w omen students o v er the past decade [32], [33]. The question that should be raised is “Whether the w omen enjo y with the same ability , e xperience, and professional skills as men in pursuing their graduate studies in the IT disciplines or not?” the literature re vie ws conrm that the answer is highly associated with the society vie w and is most lik ely correlated with the whole role of w omen in socio-economic and cultural life [9], [20], [21]. Finally , it is w orth y of highlighting that there is no gender dif ferences in the performance quality or ability in the IT disciplines, b ut the e xistence of dif ferences in e xperience [20] leads to less success, non-comfortability , and the lack of condence among females studying IT major . This does not refer to breach a good balance between the major requirements of spending a long time in front of the computer programming and the satisf action of f amily responsibilities such as house-cleaning, child-bearing and child-rearing [1], [20], [30]-[32]. Therefore, t he need to pro v e w omen’ s academic merit and intellectual competence is considered as a hea vy b urden on w omen’ s shoulders [1]. In addition to that, it is mandatory to teach the w omen ho w to relate with each other and ho w to treat each other as a source of kno wledge [25]. The lack of the role model plays a predominant role in the number of w omen majoring in one of the IT disciplines and contrib uting positi v ely in industry and academia [31]. This causes a well-kno wn terminology “Pipeline Shrinka g e” (that is dened as the ratio of w omen to men in v olv ed in computing from high school to graduate school [30], [36]) that has been solv ed by “Funneling Ef fect” , which is dened as a proposed set of strate gies used to e x pa n d the number of w omen in academia [1]. This increases and manages the under -represented group of w omen with the whole group produces a better solution comparable to ha ving one homogeneous group [30]. This paper aim s to: (i) identify w omen’ s obstacles when committed to ha v e a de gree. (ii) increase community a w areness of w omen’ s obs tacles when pursuing their graduate studies in IT schools. (iii) pro vide recommendations to go v ernments, educational institutions, and the community to support w omen. The paper is or g anized as follo ws: Section 2 presents v arious obstacles for w omen’ s lack to pursue their graduate studies. Section 3 identies and analyzes the f aced stereotypes, describes the used method and claims the produced results. In the end, the conclusion and future w ork are listed in section 4. 2. RESEARCH METHOD W e de v eloped a structured questionnaire that highlights the main obstacles pre v enting Jordanian w omen from pursuing their graduate studies in the IT sectors at the Hashemite Uni v ersity . In this Section, we describe the used method to attain the results by recognizing the tar get sample and the statistical package used to undertak e the analysis. The tar get population in this study is the Jordanian w omen in the IT sector of ages ranging from 18 − 40 years. The collected sample size is 105 out of 120 w omen at the Hashemite Uni v er - sity , Zarqa, Jordan. It is w orth y of highlighting that 15 samples were rejected due to incomplete or inconsistent responses to questions. The rate of the accepted sample w as 87 . 50% . The questionnaire consisted of thirty-one questions. The rst four questions used to measure the participants’ demographic information related to the age, marital status, academic de gree and w ork sectors. The remaining questions are used to measure w omen’ s barriers to accomplish their graduate studies: T ra v el abroad, f amily matters, skills and e xperience, traditional and cultural dif ferences, scholarship opportunities, nancial matters, and language complications. Ev ery single obstacle w as measured by a set of criteria as sho wn in Figure 1. Indonesian J Elec Eng & Comp Sci, V ol. 24, No. 2, No v ember 2021 : 1130 – 1140 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 1133 Figure 1. The set of criteria per obstacle Each question in the distrib uted surv e y had a possibility of a v e-point Lik ert scale. A Lik ert s cale assumes that the strength of stereotype is linear from Al w ays to Ne v er and assumes that stereotype can be measured. F or e xample, each of the v e responses w ould ha v e a numerical v alue that can be used to measure the stereotype under study . F or the purposes of calculation, Al w ays = 5 , Often = 4 , Sometimes = 3 , Seldom = 2 , and Ne v er = 1 . T o properly address the ef fecti v eness of v arious s tereotypes impact on Jordanian w omen in pursuing their graduate studies in the IT el d at the Hashemite Uni v ersity , we de v eloped the follo wing h ypotheses to be tested ag ainst the NULL h ypothesis. - Hypothesis 1 ( H 1 ): T ra v el abroad has an inuence on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 2 ( H 2 ): F amily matters ha v e an inuence on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 3 ( H 3 ): Skills and e xperience ha v e an inuence on Jordanian w omen in pursuing their grad- uate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 4 ( H 4 ): T raditional and cultural dif ferences ha v e an inuence on Jordanian w omen in pursu- ing their graduate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 5 ( H 5 ): Scholarship opportunities ha v e an inuence on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 6 ( H 6 ): Financial matters ha v e an inuence on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . - Hypothesis 7 ( H 7 ): Language complications ha v e an inuence on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . - NULL Hypothesis ( H 0 ): There is no inuence of the abo v e mentioned stereotypes on Jordanian w omen in pursuing their graduate studies in the IT eld at Hashemite Uni v ersity . F actor s impacting J or danian women in computing case study: Hashemite Univer sity (Ebaa F ayyoumi) Evaluation Warning : The document was created with Spire.PDF for Python.
1134 ❒ ISSN: 2502-4752 3. RESUL TS AND DISCUSSION The S P S S has widely used softw are for statistical analysis of the data in v arious applications such as go v ernment surv e ys, health researchers, education researchers, and data miners [37], [38]. Analysis of conducted e xperiments w as carried out by using S P S S v ersion 20. W e initially made a simple descripti v e analysis to characterize the frequenc y of e v ery s ingle obstacle on pursuing Jordanian w omen their graduate studies in the IT sector at Hashemite Uni v ersity . T able 1 sho ws statistical summaries of all stereotype criteria, including the mean, standard de viation, rank, and grade represented by µ , σ , r , and g , respecti v ely . T able 1. The statistical summaries of the mean, standard de viation, rank, and grade represented by µ , σ , r , and g , respecti v ely , for all stereotype criteria Stereotype Criteria M e an S tdv . R ank Gr ade µ σ r g T ra v el abroad V isa issue 2.10 1.10 4 Lo w Geographical destination 3.47 1.29 3 Medium A v ailability of graduate programs in Jordan 4.05 1.05 1 High T ra v el Abroad is considered as an obstacle 3.85 1.16 2 High T otal 3.37 1.15 − Medium F amily Matters F amily and related responsibilities 4.05 1.09 1 High Presence of children 3.86 1.10 2 High F amily mentioning 2.25 1.01 3 Lo w T otal 3.39 1.07 − Medium Skills and Experience Academic e xperience 1.75 0.91 3 Lo w Data analysis and decision making 2.10 1.05 1 Lo w Inno v ation and creati vity 1.67 0.78 5 Lo w Ex erted ef forts 2.01 0.87 2 Lo w Scientic background and graduate studies requirements 1.73 0.86 4 Lo w T otal 1.85 0.89 − Lo w T raditional and Cultural T raditional and cultural dif ferences are considered as Dif ferences a serious obstacle 3.94 1.08 1 High Accepting and mer ging in the ne w society 3.49 1.09 2 Medium Shopping en vironment 2.63 1.10 3 Medium Communication skills 2.04 1.07 4 Lo w T otal 3.02 1.09 − Medium Scholarship Gender basis priority 1.86 0.97 5 Lo w Opportunities Promising mark et a v enues 1.96 0.99 3 Lo w Go v ernmental induce w omen to pursue their graduate studies 1.91 1.10 4 Lo w Age constraint 3.35 1.17 1 Medium Studying and w orking simultaneously are supported in the w orking sector 2.71 1.40 2 Medium T otal 2.36 1.12 − Lo w Financial Matter Cost of graduate studies 4.20 0.84 1 High Economic situation of the f amily 4.20 0.94 2 High Suspend the w ork while studying 3.85 1.19 3 High T otal 4.08 0.99 − High Language Language presents a problem 3.08 1.29 3 Medium Complications The compatibility of the study language with the country language 3.54 1.26 2 High T otal 3.59 1.13 − High The mean of the responses w as ranged from 1 . 67 (Seldom to Ne v er) to 4 . 20 (Al w ays to Often), and the s tandard de viation w as ranged from 0 . 78 to 1 . 40 . Question 14 concentrates on the inno v ation and the creati vi ty of the female recorded the lo west v alue of 1 . 67 (Seldom t o Ne v er), thus indicating the minor frequenc y percei v ed obstacle. Both questions 26 and 27 , which concentrate on the cost of graduate studies and the f amily’ s economic situation, respecti v ely , recorded the highest v alue of 4 . 20 (Al w ays to Often), indicating them as the highest frequently encountered obstacles. The details of the participants’ demographic information and barrier stereotypes are presented belo w: 1. Demographic V ariables As mentioned earlier in this paper , the questionnaire comprised of four questions related to age, marital status, academic de gree, and w ork sectors. The age w as classied into three cate gories 18 − 22 , with 72 . 2% , 23 − 30 , with 23 . 8% , and 31 years and abo v e with 4% . The marital status w as di vided into tw o groups, single and married, with percentages of 92 . 1% and 7 . 9% , respecti v ely . The academic de grees Indonesian J Elec Eng & Comp Sci, V ol. 24, No. 2, No v ember 2021 : 1130 – 1140 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 1135 were 28 . 0% High School students, 3 . 0% Diploma students, 57 . 0% Bachelor students, 10 . 0% Master students, and 3 . 0% Professors. The remarkable point i s that 28 . 0% of the surv e y respondents are high school students eager to pursue their graduate studies. The result is inconsistent with other countries such as the USA, where high school students are mainly focused on getting colle ge de grees, not getting grad- uate de grees. Finally , the w ork sector w as classied as non-w orking with a v alue of 12 . 9% or w orking in the personal, go v ernmental, or pri v ate sector with a v alue of 1 . 0% , 83 . 1% , and 3 . 0% , respecti v ely . 2. Barrier Stereotypes W e use the questionnaire to rank the most vital obstacles that limit Jordanian w omen from continuing their graduate studies: T ra v el abroad, f amily matters, skills and e xperience, traditional and cultural dif- ferences, scholarship opportunities, nancial matters, and language complications. A set of criteria w as used to measure e v ery obstacle, as sho wn in T able 1. Ev ery single stereotype w as measured by a set of criteria, as mentioned in Section 2. Each criterion w as rank ed based on the participant’ s response to e v al- uate the e f fect of the percei v ed stereotype. Then, the results were classied into three cate gories: High, medium, and lo w in column labeled grade, as illustrated in T able 1. Financial matters and language com- plications scored the highest percei v ed obstacles with a v alue of 4 . 08 and 3 . 59 , respecti v ely , while the lo west percei v ed obstacles were skills and e xperience, and scholarship opportunities with a score of 1 . 85 and 2 . 36 , respecti v ely . On the other hand, the f amily matter , tra v el abroad, and traditional and cultural dif ferences recorded moderate obstacles wit h v alues of 3 . 39 , 3 . 37 , and 3 . 02 , respecti v ely . The abo v e results are consistent with the nature of Jordanian society in terms of en vironmental aspects, economics, and re gul ations. The nancial situation has a great inuence on the probability of Jordanian w omen to accomplish the graduate study , which is consistently homogenous with all communities in the w orld. The language complications recorded the second-highest obstacle, where the instruction language is dif ferent from the spok en language in the Jordanian society [39]-[41]. It is w orth mentioning that the Jordanian go v ernment follo ws King Abdullah’ s II recommendations on pro viding equal chances of internship and scholarship to w omen to accomplish their academic studies [42]. Therefore, the scholarship opportunity has little inuence on hindering w omen from pursuing their graduate study by recording a lo w grade. The most interesting result about Jordanian w omen is the high condence in their abilities to solv e problems and mak e appropriate decision by scoring the lo west percei v ed obstacle in this study . The reasons behind this phenomenon are the e xistence of a good supporti v e mentor [43], a solid scientic background, an e xcellent educational atmosphere the y ha v e been gro wn up with it [44]-[47]. Besides, Jordanian w omen functionally practice their full right in e v ery si ng l e aspect of b uilding Jordan hand-in-hand with the men [48]. Figure 2 sho ws the result of the linear -re gression test. The test w as in v ok ed to measure the ef fect of the abo v e mentioned h ypotheses on accepting or rejecting the NULL h ypothesis ( H 0 ) as presented belo w: 1. T ra v el abroad The tra v el abroad stereotype has the second-highest ef fect on Jordanian w omen pursuing their graduate studies in the IT eld, reaching 28 . 1% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 53 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothesis because of the F -test v alue scored 38 . 712 , with a p-v alue = 0 . 005 , p < 0 . 05 . 2. F amily Matters The f amily matters stereotype w as observ ed in the Jordanian w omen who pursued their graduate studies in the IT eld, reaching 18 . 7% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 432 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothesis because of the F -test v alue scored 22 . 775 , with a p-v alue = 0 . 005 , p < 0 . 05 . 3. Skills and Experience The skills and e xperience stereotype has a little impact on the Jordanian w omen in completing their graduate studies with a v alue of 7 . 6% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 276 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothesis because of the F -test v alue scored 8 . 166 , with a p-v alue = 0 . 005 , p < 0 . 05 . 4. T raditional and Cultural Dif ferences The ef fect of the traditional and cultural dif ferences stereotype on our study reaching 21 . 2% . W e found the re gression t est with a positi v e direction rate equal to R = 0 . 46 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothesis because of the F -test v alue scored 26 . 573 , with a p-v alue = 0 . 005 , p < 0 . 05 . F actor s impacting J or danian women in computing case study: Hashemite Univer sity (Ebaa F ayyoumi) Evaluation Warning : The document was created with Spire.PDF for Python.
1136 ❒ ISSN: 2502-4752 5. Scholarship Opportunities The scholarship opportunities stereotype has the highest ef fect on Jordanian w omen pursuing their grad- uate studies in the IT eld reaching 35 . 4% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 595 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothes is because of the F -test v alue scored 54 . 329 , with a p-v alue = 0 . 005 , p < 0 . 05 . 6. Financial Matters The nancial matter stereotype has the third-highest ef fect on Jordanian w omen pursuing their graduate studies in the IT eld reaching 22 . 6% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 476 . Thus, we accepted the alternati v e h ypotheses and rejected the null h ypothesis because of the F -test v alue scored 28 . 891 , with a p-v alue = 0 . 005 , p < 0 . 05 . 7. Language Complications The language complications stereotype on the studied sample of the Jordanian w omen recorded reaching 13 . 5% . W e found the re gression test with a positi v e direction rate equal to R = 0 . 368 . Thus, we accepted the alternati v e h ypotheses and rejected the nul l h ypothesis because of the F -test v alue scored 15 . 492 , with a p-v alue = 0 . 005 , p < 0 . 05 . Figure 2. The percentage of R 2 v alue per tested h ypothesis In this paper , the one-w ay ANO V A [49] w as applied to determine whether the Jordanian w omen with v arious academic de grees agree on percei ving the same obstacles that pre v ent them from pursuing their graduate studies in the IT disciplines, as sho wn in T able 2. Moreo v er , we need to conrm whether the percei v ed obstacles had the same impact on the w omen’ s ability to pursue their graduate studies. The v alue of t he F -test reached 1 . 236 , with an associated signicant p-v alue = 0 . 301 which is greater than the alpha v alue ( α = 0 . 05) . The obtained result conrms a total agreement between the v arious academic de gree s of Jordanian w omen in their point of vie w about the main obstacles that limit their chances of continuing their graduate studies. T able 2. The one-w ay ANO V A tests the standpoint of the Jordanian w omen based on their academic de gree re g ards their chances in pursuing their graduate studies in the IT sector H omog eneity S um of S q uar es d f M ean S q ua r e F − test S ig . Between Groups 0.363 4 0.091 1.236 0.301 W ithin Groups 7.045 96 0.073 T otal 7.407 100 The Schef fe test [50], [51] w as used to compare Jordani an w omen’ s vie ws about the percei v ed stereo- types as sho wn in T able 3. The obtained results illustrate no statistical v ariance dif ferences between the v arious Indonesian J Elec Eng & Comp Sci, V ol. 24, No. 2, No v ember 2021 : 1130 – 1140 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 1137 groups classied by academic qualications t o w ard the percei v ed stereotypes. Consequently , all aforemen- tioned stereotypes play a predominant role in limi ting Jordanian w omen’ s opportunity to achie v e their higher de gree. T able 3. The Schef fe test measures the v ariance dif ferences between the v arious point of vie w based on the academic de gree about the percei v ed stereotypes Academic Academic M eanD i f f er enceB etw een S tandar d S i g . 95% C onf idenceI nter v al D eg r ee D eg r ee the f ir st tw o col umns E r r or Low er bound U pper bound H ig h S chool D ipl om 0.10185 0.16456 0.984 -0.4150 0.6187 B .S c. 0.12264 0.06252 0.432 -0.0737 0.3190 M .S c. -0.00185 0.09979 1.000 -0.3153 0.3116 P h.D . 0.00309 0.16456 1.000 -0.5138 0.5200 D i pl o ma H ig h S chool -0.10185 0.16456 0.984 -0.6187 0.4150 .00. B .S c. 0.02079 0.16046 1.000 -0.4832 0.5248 M .S c. -0.10370 0.17832 0.987 -0.6638 0.4564 P h.D . -0.09877 0.22118 0.995 -0.7935 0.5960 B .S c. H ig h S choo l -0.12264 0.06252 0.432 -0.3190 0.0737 D ipl o m -0.02079 0.16056 1.000 -0.5248 0.4832 M .S c. -0.12450 0.09287 0.773 -0.4162 0.1672 P h.D . -0.11956 0.16046 0.967 -0.6236 0.3845 M .S c. H ig h S chool 0.00185 0.09979 1.000 -0.3116 0.3153 D ipl o m 0.10370 0.17832 0.987 -0.4564 0.6638 B .S c. 0.12450 0.09287 0.773 -0.1672 0.4162 P h.D . 0.00494 0.17832 1.000 -0.5552 0.5650 P h.D . H ig h S chool -0.00309 0.16456 1.000 -0.5200 0.5138 D ipl o m 0.09877 0.22118 0.995 -0.5960 0.7935 B .S c. 0.11956 0.16046 0.967 -0.3845 0.6236 M .S c. -0.00494 0.17832 1.000 -0.5650 0.5552 Finally , it is time to highlight some recommendations in order to win the battle of presenting femal es in pursuing their graduate studies in the IT sector . 1. The entire IT sector should bridge the g ap between w omen’ s constitutional rights and the practice in the real-life scenario. 2. T raining and w orkshops should be directed to resolv e language complications f aced by w omen. 3. W omen should be decision-mak ers and risk-tak er in their lifestyle to reach their goals. 4. W omen need to ha v e strong f amily and go v ernment support, qualied mentors, and continuous training to assist them in a long pathw ay . 5. Educational institutions, go v ernment, and the international community should o v ercome tra v el abroad, f amily matters, skills and e xperience, traditional and cultural dif ferences, scholarship opportunit ies, - nancial matters, and language complications obstacles. 4. CONCLUSION This paper presents the rst study of multi-v ariate stereotypes that identify v arious stereotypes f ace Jordanian w omen in pursuing their graduate studies in information technology (IT) disciplines. W e ha v e sho wn that the scholarship opportunity and tra v el abroad scored the highest percei v ed obstacles. Skills and e xperience scored the lo west percei v ed obstacles by applying the linear -re gression, one-w ay ANO V A, and Schef fe tests. Despite the dif ferent academic backgrounds of the participants, the y percei v e the s ame rank and grade of obstacles. This indicates an actual g ap between constitutional rights and the practice in the real-life scenario, limiting w omen’ s de v elopment and adv ancement. W e predict man y a v enues for future w ork. First, establishing a database for w omen e xperts in IT and acti v ating it via uni v ers ities and colle ges social netw orks. Another a v enue is to increase the number of oppor - tunities and enhance the quality of pro vided services for w omen in the education and w orkforce participation in information communication technology . F actor s impacting J or danian women in computing case study: Hashemite Univer sity (Ebaa F ayyoumi) Evaluation Warning : The document was created with Spire.PDF for Python.
1138 ❒ ISSN: 2502-4752 REFERENCES [1] A. Mo yer , P . Salo v e y , and S. Cas e y-Cannon, “Challenges F acing Female Doctoral Students and Recent Graduates, ” Psyc holo gy of W omen Quarterly , v ol. 23, no. 3, pp. 607–630, 1999, doi: 10.1111/j.1471-6402.1999.tb00384.x. [2] G. Rashti and S. James, “W omen and Higher Education in Postre v olutionary Iran: Unsettling Policies and Unan- ticipated Outcomes, ” in Zajda J ., F r eeman K. (eds) Race , Ethnicity and Gender in Education. Globalisation, Com- par ative Education and P olicy Resear c h ( 12-volume Book Series (Spring er)) , v ol 6. Springer , Dordrecht, 2009, doi: 10.1007/978-1-4020-9739-3 3. [3] E. Grisanti, “Higher Education for Displaced W omen: A defense ag ainst human traf cking, ” IIE PEER, T ech. Rep., 2019. [Online]. A v ailable: https://iiepeer .or g/article/higher -education-displaced-w omen-defense-ag ai nst- human-traf cking [4] E. Sabbah, “Graduate Student Making the W orld a Safer Place for W omen, ” Ne ws release at Ne ws Cen- tre at Uni v ersity of Buf f alo, The State Uni v ersity of Ne w Y ork, T ech. Rep., 2011. [Onli ne]. A v ai lable: https://arts-sciences.b uf f alo.edu/biological-sciences/ne ws-e v ents.host.html/content/shared/uni v ersit y/ne ws/ne ws- center -releases/2011/07/12704.detail.html [5] X. Lin, “Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Re vie w , ” Higher Education Studies , v ol. 6, no. 2, pp. 119–126, 2016. [6] D. Schaf fhauser , “Report : T op 4 Barriers to Colle ge Completion, ” Uni v ersity of Notre Dame and the Uni v ersity of Maryland, T ech. R ep., 2020. [Online]. A v ailable: https://campustechnology .com/articles/2020/11/20/re port-top-4- barriers-to-colle ge-completion.aspx [7] D. Chaudhuri, “Career P ath Barriers of W omen Doctoral Students in STEM (Science, T echnology , En- gineering, Mathematics) Disciplines, ” Master’ s thesis, Arizona State Uni v ers ity , 2011. [Online]. A v ai lable: https://www .proquest.com/open vie w/e1a9e0ee44d44de7449b8f610aaa289e/1?pq-origsite=gscholar&cbl=18750 [8] E. M. Rathgeber , “Gender Barriers F aced by African W omen in Graduate Programmes and Research in the Social Sciences, ” P artner ship for African Social and Go vernance Resear c h , T ech. Rep., 2013. [Online]. A v ail- able: https://www .africaportal.or g/publications/gender -barriers-f aced-by-african-w omen-in-graduate-program mes- and-research-in-the-social-sciences/ [9] J. Beoku-Betts, “ African W omen Pursuing Graduate Studies in the Sciences: Ra cism, Gender Bias, and Third W orld Mar ginality , ” NWSA J ournal , v ol. 16, no. 1, pp. 116–135, 2004. [10] O. Alabi, M. Seedat-Khan, and A. A. Abdullahi , “The li v ed e xperiences of postgraduate female students at the Uni v ersity of Kw azulu Natal, Durban, South Africa, ” Heliyon , v ol. 5, no. 11, pp. 1-7, 2019, doi: 10.1016/j.heliyon.2019.e02731. [11] A. D. Bireda, “Challenges to the doctoral journe y: A case of female doctoral students from Ethiopia, ” Open Pr axis , v ol. 7, no. 4, pp. 287–297, 2015, doi: 10.3316/INFORMIT .663785098517848. [12] B. M. Akala, “ Af rmati v e Action for Gender Justice in South African and K en yan Education Systems, ” Africa Edu- cation Re vie w , v ol. 16, no. 5, pp. 1-15, 2019, doi: 10.1080/18146627.2017.1406807. [13] Y . Feldner , “”Honor” Murders – Wh y the Perps Get of f Easy , ” Middle East Quarterly , v ol. 7, no. 4, pp. 41-50, 2000. [14] H. Mayell, “Thousands of W omen Killed for F amily ” Honor”, ” National Geographic Ne ws, T ech. Rep., 2002. [On- line]. A v ailable: https://www .unl.edu/rhames/courses/212/readings/honor -kil-ng.pdf [15] S. Olson-Strom and N. Rao, “Higher Education for W omen in Asia, ” in Diver sity and Inclusion in Global Higher Education , 2020, pp. 263-282, doi: 10.1007/978-981-15-1628-3 10. [16] M. G. Behlol and N. I. Irf an, “Problems of Married W omen at Higher Education in P akistan: Academic, Social and Cultural Conte xt, ” International J ournal of African and Asian Studies , v ol. 20, pp. 106-115, 2016. [17] S. Dahiya, “Contemporary Issues and Future Challenges for W omen in Higher Education, ” JETIR , v ol. 6, no. 6, pp. 668-678, 2019. [18] A. Kamog a w a, “Higher Education Reform: Challenges to w ards a Kno wledge Society in Malaysia, ” African and Asian Studies , v ol. 2, no. 4, pp. 545-563, 2003, doi: 10.1163/156920903773004059. [19] Z. Moghadam, M. Khiaban, M. Esmaeili, and M. Salsali, “Motherhood challenges and well-being along with the studentship role among Iranian w omen: A qualitati v e study , ” International J ournal of Qualitat ive Studies on Health and W ell-being , v ol. 12, no. 1, pp. 1-12, 2017, doi: 10.1080/17482631.2017.1335168. [20] A. Gillbert, “Computer scienc e’ s gender g ap, ” CNET Ne ws, T ech. Rep., 2002. [Online]. A v ailable: https://www .cnet.com/ne ws/computer -sciences-gender -g ap/ [21] A. Hamdan, “W omen and Education in Saudi Arabia: Challenges and Achie v ements, ” International Education J our - nal , v ol. 6, no. 1, pp. 42-64, 2005. [22] K. K., “‘Open the g ates!’ Barriers f acing Saudi w omen academics, ” J ournal of International W omen’ s Studies , v ol. 21, no. 1, pp. 227-240, 2020. [23] A. Alqahtani, “Barriers to W omen’ s Education: P articipation in Adult Education in Saudi Arabia in The P ast and Present, ” J ournal of F aculty of Education Assiut Univer sity , v ol. 36, no. 4, pp. 38-71, 2020, doi: 10.21608/mfes.2020.103560. Indonesian J Elec Eng & Comp Sci, V ol. 24, No. 2, No v ember 2021 : 1130 – 1140 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 1139 [24] F . Alotaibi, “Saudi W omen and Leadership: Empo wering W omen as Leaders in Higher Education Institutions, ” Open J ournal of Leader ship , v ol. 9, no. 3, pp. 156-177, 2020, doi: 10.4236/ojl.2020.93010. [25] D. E. Smith, “The e v eryday w orld as problematic, ” T or onto: T or onto Univer sity Pr ess. T e xas International Education Consortium (n.d.) Middle East. , 1987. [26] S. Mazzola, “The Instability in the Arab W orld, The Domino Ef fect: Wh y Jordan is dif ferent, ” I’Occidentale Ori- entamento quotidiano, T ec h. Rep. , 2011. [Online]. A v ailable: https://loccidentale.it/the-domino-ef fect-wh y-jordan-is- dif ferent/ [27] W . Haddad and T . Demsk y , “The dynamics of education polic ymaking: Case studies of Burkina F aso, Jordan, Peru, and Thailand, ” EDI De velopment Policy Case Series: Analytical Case Studies . W orld Bank Publications, 1994. [28] S. R. Madsen, K. A. Longman, and J. R. Dani els, “W omens Leadership De v elopment in Higher Education: Conclu- sion and Implications for HRD, ” Advances in De veloping Human Resour ces , v ol. 14, no. 1, pp. 113–128, 2012, doi: 10.1177/1523422311429734. [29] M. Pirouznia, “Fe wer w omen than men in educational leadership, ” Academic Leader ship The Online J ournal , v ol. 7, no. 3, 2009. [30] N. Ramse y and P . McCorduck, “Where Are the W omen in the InformationT echnology , ” prepared by Anita Bor g Institute for W omen and T ec hnolo gy , T ec h. Rep. , 2005. [Online]. A v ailable: https://alejandrobarros.com/wp- content/uploads/old/Where are the W omen in Information T echnology .pdf [31] A. Pearl, M. E. Pollack, E. A. Riski n, E. S. W olf, B. Thomas, and A. W u, “Becoming a computer scientist, ” Commu- nication of A CM , v ol. 33, no. 11, pp. 47-57, 1990, doi: 10.1145/92755.92757. [32] S. Be yer , K. Rynes, J. Perrault, K. Hay , and S. Hall er , “Gender dif fere nces in computer science students, ” in SIGCSE ’03: Pr oceedings of the 34th SIGCSE tec hnical symposium on Computer science education , USA: A CM Press, 2003, v ol. 35, pp. 49-53, doi: 10.1145/611892.611930. [33] E. S. Roberts, M. Kassianidou, and L. Irani, “Encouraging w omen in computer science, ” A CM SIGCSE Bulletin , v ol. 34, no. 2, pp. 84-88, 2002, doi: 10.1145/543812.543837. [34] R. M. Hall and B. R. Sandler , “The Classroom Climate: A Chilly One for W omen?” W ashington, DC: Association of American Colle g es, Pr oject on the status and Education of W omen, T ec h. Rep. , 1982. [35] L. T . Zappert and K. Sta nsb ury , “In the pipeline: A comparati v e analysis of men and w omen in graduate programs in science, engineering, and medicine at Stanford Uni v ers ity , ” Stanfor d Univer sity: Institute for Resear c h on W omen and Gender , T ec h. Rep. , 1984. [36] D. Gurer and T . Camp, “In v estig ating the incredible shrinking pipeline for w omen in computer science, ” National Science F oundation Pr oject 9812016, T ec h. Rep. , 2001. [37] G. Blokdyk, IBM SPSS Statistics A Complete Guide . T aylor and Francis, 2020. [38] S. Landau and B. Ev eritt, A Handbook of Statistical Analyses Using SPSS . Ne w Y ork: Chapman and Hall CRC Press LLC, 2003. [39] M. A. Khatib, “The Arab W orld: Language and Cultural Issues, ” Langua g e , Cultur e and Curriculum , v ol. 13, no. 2, pp. 121-125, 2010, doi: 10.1080/07908310008666593. [40] A. Rabi a and M. Hazza, “Under graduate Arab International Students’ Adjustment to U.S. Uni v ersities, ” International J ournal of Higher Education , v ol. 6, no. 1, pp. 131–139, 2017. [41] L. Y ing and O. Soh, “ A Comparati v e Study between the Middle Eastern and China EFL Learners in Academic Writing, ” International J ournal of Academic Resear c h in Pr o gr essive Education and De velopment , v ol. 8, no. 3, pp. 201-223, 2019, doi: 10.6007/IJ ARPED/v8-i3/6371. [42] OECD/ILO/CA WT AR, “Changing La ws and Breaking Barriers for W omen’ s Economic Empo werment in Egypt, Jordan, Moroc co and T unisia, ” Competitiveness and Private Sector De velopment, OECD Publishing , P aris, , 2020, doi: 10.1787/ac780735-en. [43] N. Breekv eldt, Me and My Mentor How Mentoring Super c har g ed the Car eer s of 11 Extr aor dinary W omen . Mel- bourne Books, 2018. [44] E. Ab u-Shanab and N. Al-Jamal, “Exploring the gender digital di vide in jordan, ” Gender , T ec hnolo gy and De velop- ment , v ol. 19, no. 1, pp. 91-113, 2015, doi: 10.1177/0971852414563201. [45] M. M. Alhabahba, A. P andian, and O. H. A. Mahfoodh, “English language education in jordan: Some recent trends and challenges, ” Co g ent Education , v ol. 3, no. 1, pp. 1-14, 2016, doi: 10.1080/2331186X.2016.1156809. [46] M. M. Dandan and A. P . Marques, “Higher education leadership and gender g ap in jordan, ” Asian De velopment P olicy Re vie w , v ol. 5, no. 3, pp. 131-139, 2017, doi: 10.18488/journal.107.2017.53.131.139. [47] USAID. Gender equality and female empo werment. [Online]. A v ailable: https://www .usaid.go v/what-we-do/gender - equality-and-w omens-empo werment [48] The Jordanian National Commission for W omen and UN W omen, “Jordanian National Action Pla n for the Implemen- tation of UN Security Council resolution 1325 on W omen, Peace and Security 2018–2021”, UN W OMEN J or dan , 2017. [Online]. A v ailable: https://jordan.unw omen.or g/en/digital-library/publications/ 2017/12/jordanian-national- action-plan F actor s impacting J or danian women in computing case study: Hashemite Univer sity (Ebaa F ayyoumi) Evaluation Warning : The document was created with Spire.PDF for Python.