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Every year I teach dozens of students at the University of Birmingham. Most of the students on the gender and sexuality courses are women. I guess this is because the boys don't think that gender applies to them: that it's a subject for girls.

Starting early and getting girls on computers, tinkering and playing with technology, games and new tools, is extremely important for bridging the gender divide that exists now in computer science and in technology.

In life sciences, we find a reasonable balance between men and women. In engineering and computer science, we have a major problem. A very small percentage of women will be in computer science.

Many societies have educated their male children on the simple device of teaching them not to be women.

I didn't want to set up a women's studies program. I thought women should learn to operate in a coeducational atmosphere, because, especially in national security and international affairs, it's male-dominated.

In science, technology, engineering and mathematics, men far outnumber women in the classroom and the boardroom.

Providing better computer science education in public schools to kids, and encouraging girls to participate, is the only way to rewrite stereotypes about tech and really break open the old-boys' club.

School is very conformist, and one of the very first conforming that goes on in preschool and kindergarten is gender.

When I came to M.I.T. in 1960, only 4 percent of the students were female. Today, it's about 40 percent of undergraduates. At Lincoln Lab, they had 1,000 men and two women. But we had a very good boss, and he treated us just like everybody else.

Educational equality doesn't guarantee equality on the labor market. Even the most developed countries are not gender-equal. There are still glass ceilings and 'leaky pipelines' that prevent women from getting ahead in the workplace.