Jane Margolis and Allan Fisher found that approaches to CS disconnected from real-world concerns tended to deter women from majoring in CS at Carnegie Mellon University in the 1990s.

Die weit verbreitete Vorstellung über den Informatiker als weltfremden Sonderling, der Tag und Nacht vor dem Computer verbringt und programmiert, schreckt insbesondere junge Frauen ab (vgl. Margolis/ Fisher, 2002, S. 69 f.).

Women's access to science and engineering has historically been blocked by prejudice and discrimination. Herewe address sources of exclusion determined, not by rules that keep women out, but by ways of thinking that make them reluctant to join in.

Werden informationstechnische Fragestellungen im Unterricht eher einseitig auf abstrakter mathematischer oder technischer Ebene kommuniziert, so wirken diese uninteressant für Mädchen (vgl. Ripke/Siegeris, 2012, S. 333; Margolis/Fisher, 2002, S. 120).

In 1990, Sherry Turkle and Seymour Papert pointed out the problem of dominating values in programming education and argued that the field must make more room for epistemological pluralism. In particular, they noted that the abstract and formal thinking so valued in academics needed to be augmented by applied and concrete approaches to programming, especially if it were to appeal to more women. They describe the value of Claude Levi-Strauss’s bricolage approach: recombining code blocks, trial and error, and knowledge through concrete experimentation.