The gender difference in computer science: motivation strategies and reasons for pursuing a study in the field.

Abstract

The underrepresentation of women in computer science is a widely researched theme within the western world. In this mixed method descriptive study, a questionnaire and focus group interviews have been employed. The self-reported motivation for secondary school computer science of Dutch 11th & 12th grade preuniversity male and female secondary school students was measured and compared using the learning section of the Motivated Strategies for Learning Questionnaire (MSLQ). This questionnaire encompasses intrinsic & extrinsic goal orientation, self-efficacy, task value, test anxiety and control of learning. In the qualitative part, semi-structured focus group interviews were conducted with four groups of students, differentiated on gender and intention to pursue a study in computer science. The quantitative results show that female students report a significantly higher task value for secondary school computer science compared to male students. The other constructs in the MSLQ did not show any statistically significant gender differences. The focus group interviews revealed that stereotypes of people in the field of computer science to be the most reported deterrent among the factors which lead to the lower representation of women in computer science. This was the case in all four focus groups, indicating that stereotyping is present in both male and female students and does not depend on whether the students are actually planning to pursue a career in computer science.