The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activitie

The digital girls response to pandemic: Impacts of in presence and online extracurricular activities on girls future academic choices

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities

An ROI Comparison of Initiatives Designed to Attract Diverse Students to Technology Careers

This study examines two alternative interventions designed to attract diverse students to pursue information technology or, more generally, STEM (science, technology, engineering, and math) careers from a Return on Investment (ROI) perspective. More specifically, this study examines the effectiveness and efficiency of single-day and multi-day program formats by comparing students’ propensity to pursue computer information systems and technology related careers. Using an ROI perspective of comparing relative costs to students’ perceived outcomes, our findings suggest that the single-day model is equally effective as the multi-day model at moving students’ propensity to pursue information technology careers, albeit at a lower cost. This suggests that the single day model is a better choice from an ROI perspective and offers the best investment opportunity for choosing which program format to use for future interventions. These findings, while specific to a single comparison of two alternative information technology interventions, are useful as they contribute valuable knowledge and may be applicable to the design and evaluation of other STEM-influencing programs

Female Students in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

Although female students 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 an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". 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, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.Comment: 22 page

Self-Efficacy Development in Elementary-aged Learners through Dance as an Algorithmic Thinking Tool

The purpose of this research is to demonstrate the effectiveness of a transdisciplinary approach in teaching computational thinking through dance to elementary-aged learners, with primary attention to females. With limited literature available on how pre-adolescents begin to construct conceptions of computer science and other engineering domains, including potential career pathways, the incentive of this project was to leverage a day camp for about 20 rising 3rd - 5th-grade learners to assess their identity development in computer science. Modules that teach computational thinking through dance paired with Unruly splats (block-based programmable electronic gadgets) were implemented. By conducting pre-and post-surveys and a \u27draw a computer scientist\u27 exercise at the beginning and at the end of the dance modules held on day 2 of the camp, the researcher was able to evaluate and determine the effect of the transdisciplinary approach on the elementary learners\u27 perceptions and self-efficacy. Keywords: self-efficacy, computer science, women, dance, algorithm, coding, computational thinkin

Integrated STEM and STEM Partnerships: Teaching and Learning

The overall focus of this Special Issue is on educational spaces relating to integrated STEM and interdisciplinary partnerships that might occur in integrated STEM spaces. These educational spaces include formal and informal schooling and include studies involving collaborative work teams, pre-service, in-service teachers, STEM faculty experiences, pre-collegiate students, interdisciplinary education, science education, technology education, engineering and computer science education, and mathematics education. The purpose of this Special Issue is to bring together a showcase of current studies in integrated STEM and related partnership work in teaching and learning. The newly released Handbook of Research on STEM Education (Johnson, Mohr-Schroeder, Moore, and English, 2020) explores areas of STEM in an international context and sets the stage for this Special Issue. The articles included show perspectives from around the globe

Recruitment, Preparation, Retention: A case study of computing culture at the University of Illinois at Urbana-Champaign

Computer science is seeing a decline in enrollment at all levels of education, including undergraduate and graduate study. This paper reports on the results of a study conducted at the University of Illinois at Urbana-Champaign which evaluated students attitudes regarding three areas which can contribute to improved enrollment in the Department of Computer Science: Recruitment, preparation and retention. The results of our study saw two themes. First, the department's tight research focus appears to draw significant attention from other activities -- such as teaching, service, and other community-building activities -- that are necessary for a department's excellence. Yet, as demonstrated by our second theme, one partial solution is to better promote such activities already employed by the department to its students and faculty. Based on our results, we make recommendations for improvements and enhancements based on the current state of practice at peer institutions.Comment: 37 pages, 13 figures. For better quality figures, please download the .pdf from http://www.cs.uiuc.edu/research/techreports.php?report=UIUCDCS-R-2007-281

Widening the Pipeline: Identifying Practices and Structures That Effectively Recruit and Retain African-American Females in Undergraduate Computer Science Programs at Historically Black Colleges and Universities

The underrepresentation of women and women of color in the disciplines of science, technology, engineering, and mathematics (STEM) is of little surprise to those of us who have kept abreast of the statistical data supporting this phenomenon. In order for the United States (U.S.) to remain “economically and globally competitive” (Ong, 2011, p. 32), it needs to increase its “advanced domestic science and technology workforce” (Ong, 2011, p.32). Perhaps, it is not a coincidence that the majority of students attending U.S. colleges are female, and the number of minority students entering college is on the rise. However, when one looks at the number of women of color entering college and the number of whom are pursuing a STEM degree, there is a significant decrease. Furthermore, the pipeline is even narrower for women pursuing computer science (CS) degrees. This exploratory qualitative study was focused on one historically Black university located in the southeast region of the U.S. This study utilized a grounded theory qualitative inquiry approach to identify practices and strategies utilized by the historically Black colleges and universities (HBCU) to effectively recruit and retain undergraduate African-American women in its CS program. The findings suggest the importance of K-12 experiences, supportive relationships among students and faculty, industry partnerships, and relevant and challenging experiences