Engaging Girls in Computer Science - van Elsen - 5512263

Abstract

Girls still decide that Computer Science (CS) is not for them, even though they often do not know what the subject really is. The masculine stereotypes, from both the environment and the general view of what a computer scientist is and does are preventing girls from engaging in CS. Previous work has shown that specialised interventions can boost interest for the subject, but they failed to do this in a way that can be reproduced on a larger scale. This article describes the design and implementation of an intervention that combines several gender-inclusive aspects and masculine stereotype reducing methods to engage more girls in CS during their introduction to the specialist subject CS at secondary school. Results indicate that the intervention did influence the choice for CS as a subject for girls, there are however more factors that weigh in on this decision that need to be taken into account. This calls for further research into earlier and more extensive interventions to engaging girls in CS by using gender-inclusive aspects. Furthermore, research into other factors that might be holding girls back, like profile restrictions and the more technical approach most curricula employ, is needed.