Effective measures to foster girls’ interest in secondary computer science education (original) (raw)
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Strategies for Recruiting and Retaining Female Students in Secondary Computer Science
Dissertation, 2019
There is an increased push for integrating computer science (CS) into K-12 classrooms across the U.S. However, there are also significant CS equity issues in K-12, higher education, and the workforce. This study explored the gender gap in CS and efforts to broaden female participation in computing. I employed an ethnographic case study design to explore a school where female participation was higher than the state average. In order to explore what may have contributed to these higher female participation numbers, I spent three months conducting observations, interviews, personal reflections, and collecting student reflection data. Based on the data generated during the study, I found three levels of impact that appeared to be beneficial for broadening participation: practices that supported teachers; practices that supported students; and practices that supported the overall CS culture. For teachers, receiving support from administration by having the opportunity to coteach, and receiving recruitment support from counselors both appeared to be beneficial. For students, receiving personalized learning experiences, developing a growth mindset, engaging in problem-solving and creative experiences, and participating in afterschool clubs all appeared to be beneficial for broadening participation. Finally, for the CS culture, incorporating female role-models and designing a more welcoming classroom space appeared to be beneficial for broadening participation. Overall, gender-based stereotypes did not appear to be present in the FVHS CS community, potentially as a result of these strategies. However, while gender-based stereotypes did not emerge, nerd-genius stereotypes were common. Teachers tended to focus on the nerd side of nerd-genius stereotypes, while students tended to focus on the genius side. Despite this focus on nerd-genius stereotypes, students also commonly held the perception that a computer scientist could be any type of person, suggesting that for this specific context, stereotypes may be moving in a positive direction. Overall, teachers and schools that are interested in broadening participation might consider including the strategies that were seen here as being potentially beneficial for broadening female participation.
Activities to attract high school girls to computer science
ACM SIGCSE Bulletin, 1996
We present several activities used in the two-week PipeLINK summer program for high school girls. These hands-on activities and interactive talks, presented mostly by female faculty, undergraduates, and graduate students, showed the girls the wide range of opportunities in the field of computer science
M Motivating Women to Computer Science Education
INTRODUCTION The problem of disproportional representation of women in the computer science (CS) field in post-secondary education has become a major concern (AAUW, 2000; Camp, 2002; Carver, 2000; Varma, 2003). Currently, universities are increasing their focus on retaining women into CS programs. How-ever, the number of women in that field remains low in proportion to males, and many women who are recruited often drop out or switch majors before completing their degree in CS (National Science Board, 2004, pp. 2-6, 3-17). In order to promote retention, it is important to compare possible differ-ences in learning motivation between males and females in CS, examine changes in motivations across the span of CS study, and assess whether recruitment messages and program structures are matched (or mismatched) to the motivations of females. This article investigates the motivations for women to enter into, remain in, and continue the study of CS at the post-secondary level.
Girls and computing: Female participation in computing in schools
Australian Educational Computing, 2015
Computer education, with a focus on Computer Science, has become a core subject in the Australian Curriculum and the focus of national innovation initiatives. Equal participation by girls, however, remains unlikely based on their engagement with computing in recent decades. In seeking to understand why this may be the case, a Delphi consensus process was conducted using a wide range of experts from industry and academia to explore existing research and interventions, recommending four key approaches: engaging girls in the Digital Technologies curriculum; addressing parental preconceptions and influences; providing positive role models and mentors; and supporting code clubs for girls. Unfortunately, all of these approaches have been widely implemented, and while individually successful at the scale of their implementation, have failed to systemically improve female participation in computing. The only discernable difference between initiatives to improve female participation in compu...
Engaging K-12 Students Essential for Reducing Gender Gap in Computer Science Education
A strong gender disparity exists within the computer science (CS) field, and this imbalance stretches from the professional domain down to the educational level. In a 2013 study (Venkataraman et. al 2013), students (n = 127) of a northeastern STEM high school were surveyed. Responses were collected and analyzed using the Kruskal-Wallis statistical test (P < 0.05) to mitigate unequal cell sizes. Results suggest that females face barriers to entering CS including differences in perception, interests, confidence, and experiences. In a follow up study (2014), second grade students of a STEM lower school were surveyed. Results point to similarities in the attitudes of second grade boys and girls; these results contrast the difference in attitudes found among high school boys and girls. Significant differences were found between second grade students and ninth grade students, suggesting that a transition occurs between second and ninth grade where males’ and females’ perception of CS change.
Traditional High School STEM Curriculum Ineffective in Promoting Female Interest in Computer Science
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2013
Females remain underrepresented in the field of Computer Science (CS) (Hill, Corbett, & St. Rose, 2010; Spertus, 1991). Gender differences in STEM fields have decreased. However, CS still shows diminished increase in female representation (Spertus, 1991). In a Northeastern United States, STEM focused high school, CS Freshman students were surveyed relative to barriers to female participation in the field of CS: experience, confidence, interest, and perception. Data gathering utilized a survey and semantic differentials. Analysis of data occurred through the SPSS™ tools utilizing the nonparametric, Kruskal- Wallis algorithm to mitigate unequal cell sizes. Students in higher-level CS courses were also surveyed. Significant differences were found among gender at p < 0.05 (n = 77). Data suggest traditional STEM environments, even in a highly-ranked STEM high school, are ineffective at producing female interest in CS. Conclusions are drawn as to how this may be improved.
ACES: introducing girls to and building interest in engineering and computer science careers
The University of Tennessee at Chattanooga, with support from the National Science Foundation, conducts a program for middle school girls-Adventures in Computers, Engineering, and Space-whose main goal is to address the gender gap in engineering and computer science. The program emphasizes hands-on engineering and computer activities through participation in (1) a one-week residential summer camp for girls entering seventh and eighth grades, (2) one-day camp follow-up sessions throughout the school year, and (3) fairs conducted at schools and other public and private facilities throughout the local community. This paper provides an overview of the program and a discussion of the lessons learned from the 2001-2002 focus and how these lessons are affecting the design of the 2002 camp and later project activities and proposals. The paper also addresses program assessment, including tracking the program participants, to determine the program's effectiveness at reaching its goals.
Journal of Women and Minorities in Science and Engineering
Although teenage girls engage in coding courses, only a small percentage of them plan to pursue Computer Science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at that age. This article presents an overview of gender stereotypes by summarizing the negative impressions female teenagers experience during CS classes and also influences that may be preventing girls from taking an interest in CS. The study draws on published research since 2006 and argues that those findings point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computing". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, female teenagers think they must be hyper-intelligent as opposed to motivated, interested, and focused to succeed in those fields. To make CS more inclusive for teenage girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be considered as harmful and must be eliminated by empowering female teenagers through direct encouragement, mentoring programs, or girls-only initiatives.
Encouraging women in computer science
2002
Abstract At a cost to both their own opportunities and society's ability to produce people with much-needed technical skills, women continue to be underrepresented in computer science degree programs at both the undergraduate and graduate level. Although some of the barriers that women face have their foundations in cultural expectations established well before the college level, we believe that departments can take effective steps to increase recruitment and retention of women students.
Computer science club for girls and boys – a survey study on gender differences
Computer Science Education
Background and context: This study investigates differences in views of girl and boy members of a CS club. Objective:Understanding differences in the views of girls and boys regarding perceived parental attitudes and values, social support, appreciation of CS, and engagement in science and CS. Understanding differences in girls' and boys' view of CS, and future study and work aspirations related to science/CS.M Method: A survey was distributed to all members of a CS club. 115 boys and 39 girls aged 9-16 completed the survey, yielding a response rate of 16.8%. Findings: Similar parental support was perceived by both genders, although girls are less likely to appreciate CS and to aspire to work or study CS. Girls tend to primarily talk to family about CS and science. Girls and boys have a similar perception of CS, but their motivation for wanting to work with CS varied. Implications:Having support, a broad understanding of CS, and a personal interest are critical aspects when it comes to girls' participation in CS, but these are insufficient in making girls aspire to work or study CS. Educators need to reflect on other aspects of CS education that can promote girls' aspiration in CS.