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Although gender parity has been achieved in some STEM fields, gender disparities persist in computing, one of the fastest-growing and highest-earning career fields. In this systematic literature review, we expand upon academic momentum theory to categorize computing interventions intended to make computing environments more inclusive to girls and women and consider how those characteristics vary by the success of the intervention. Particular attention is given to the efficacy of broadening participation and success for women in computer science, information technology, and related fields. After scrutinizing 168 relevant studies, 48 met the inclusion criteria and were included. We introduce a framework for gender equity in computing, expanding on existing research on academic and STEM momentum to encompass new domains representing social and structural momentum. Our analysis reveals the complex roles of intervention domains, strategies, goals, levels, and duration in shaping their efficacy. Implications for theory, research, and practice are discussed. 

Introduction. Although the demand for graduates with Science, Technology, Engineering, and Mathematics (STEM) credentials continues to climb, women remain underrepresented as both students and faculty in STEM higher education. Compounding social forces can hinder organizational change for gender equity in STEM, constraining institutions and individuals within them. This study advances macrostructural theory to examine the impact of gender composition (including group size and heterogeneity) of women faculty on structural change, as measured by gender desegregation of STEM degree earners. We advance this theory by incorporating faculty, rather than treating group composition as a static category. Method. This study draws on a federal repository of data to assess institutional change in the share of STEM women faculty in the U.S. We employ quasi-experimental methods to explore the following research questions: (1) does hiring more women onto an institution’s faculty roster shrink the gender gap among STEM degree earners? and (2) does segregation of faculty by gender within institutions shape the gender gap among STEM degree earners? Findings. While institutional efforts herald their efforts of hiring more women faculty, our findings indicate that gender desegregation of STEM degree earners partially depends on the promotion of women faculty to tenure. Discussion. Implications for theory, policy, and practice are discussed, with a focus on institutional-level change.<