3 research outputs found
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