International Journal of Information Studies Nigel McKelvey, Katrina Lloyd, Sarah Miller 5 2 2013 http://www.istudies.net/journal/sites/default/files/V5n2a3_0.pdf Computer Science Education (CSE) is often considered to be a difficult degree to attain with many misconceptions about academic pre-requisites. These perceived pre-requisites are having a negative impact on those studying these courses by alienating the students because of stereotypes and as a result are resulting in a gender imbalance within Computer Science. This paper investigates six hypotheses through quantitative research methods based on literature that indicates issues surrounding male-centric environments within CSE, Mathematical achievements, stereotypes and self-esteem issues. It concludes with findings and suggestions for additional research and relevant suggestions for future quantitative or mixed methods research approaches in this area.