This article was originally written as a journal reflection in a course at the University of Massachusetts' (Lowell) School of Education Master's degree program.
It has been established that female engagement in computer science education has slipped to levels seen in the 1960s (Corbett et al., 2018). Furthermore, it has been observed that girls tend to not enroll in high school AP computer science classes in the same numbers as their male counterparts and enroll in fewer numbers in college CS classes (Freeman). Their lack of interest is surprising if one notes that though elementary and middle school-aged girls do almost as well as boys in their STEM-based subjects that build the skills required to be successful in computer science classes (Dee). Clearly, there is some disconnect in how girls perceive computer science, programmers, the craft of programming, and the career paths that are open to them.
There are several implications for curriculum development, given this situation. Two contradictory aspects in particular appear when the curriculum designer starts to explore how to create a curriculum that will appeal to both middle school girls and boys whose ideas are in the process of becoming fixed.
While CS standards remain a work in progress, their inclusion in the Common Core or any State Standard program would elevate the topic away from its current relegation to electives that students are allowed to avoid. While this would give equal opportunity for girls to excel in the subject as well as their male counterparts in more equal numbers, it would also create a potential teacher shortage as staffing needs would have to compete with corporate hiring capability. Since it has been proven that students with teachers of the same sex influence their students’ success, it would be beneficial to hire women CS teachers (Dee) in a field already missing female representation. In addition, creating a standards-based curriculum would put a large focus on assessment and testing, which is inimical to the way that computer science can best be taught in pre-high school grades. Moving towards teaching the ‘mere facts’ of CS in a standards-based classroom would remove much of the skills that are needed by programmers, especially creativity, teamwork, and problem-solving (Loveless). While building standards for computer science curricula would create a more equitable CS classroom, it might bleach it of its most interesting aspects: the ability to form teams to build projects to solve problems creatively.
A second contradiction appears if an instructor accepts the ideal of a democratic classroom and tries to build curriculum accordingly. Democratic classrooms should be designed to allow students maximum choice in their instruction (Koonce). Students should be empowered to choose projects for study, freely question how they are built, and experiment in an environment of open thought. Computer science projects, indeed, should prioritize innovation, free thinking, and freewheeling experimentation. It seems likely that this model, however, might not always serve girls well. If girls self-select away from computer science topics or feel unengaged or excluded in a classroom because they do not feel comfortable with the topic, they might easily become discouraged in an environment where the majority rules. A more instructor-led approach, even with a teacher strongly driving curriculum choice, software architecture, tools and how teams function, might better serve girls who find themselves a minority.
It is up to the innovative CS curriculum-builder, then, to experiment in these early years to find solutions to truly engage girls in CS. It is likely that some mix of democratic ideals - enough to structure a classroom and lay down ground rules while allowing innovation - would help girls to prosper. In addition, before CS becomes a part of state standards, it is important to determine what assessment looks like in topics that are by their nature team-oriented and project-based. Bringing CS curriculum from the outside into the mainstream classroom depends on these balances being struck.
For a standards-based curriculum (CSTA standards for grades 6-8), please see my textbook, Computer Science for Kids (https://cs4kids.club) with downloadable lesson plans.
References
Corbett, C. & Hill, C. (2015). Solving the Equation: The Variables for Women’s Success in Engineering and Computing. AAUW. https://www.aauw.org/app/uploads/2020/03/Solving-the-Equation-report-nsa.pdf
Dee, T. (2007). Teachers and the Gender Gaps in Student Achievement. The Journal of Human Resources, 42(3):528-554.
Freeman, Catherine E. (2004). Trends in Educational Equity of Girls and Women: 2004. U.S. Department of Education, National Center of Education Statistics.
Koonce, G. L. (2020). Are Truly Democratic Classrooms Possible? Taking Sides: Clashing Views on Educational Issues (20th ed., pp. 77–89). McGraw-Hill Education.
Loveless, Tom. (2012) The Common Core Initiative: What Are the Chances of Success? Educational Leadership, 70(4):60-63.
Top comments (8)
This goes back to Ada Lovelace and Grace Hopper, just to name the ones that immediately come to mind.
When I worked at a bank long ago and far away, we had a few talented women programmers, but almost all the business analysts were women who were former tellers. It would have really helped if those analysts had known more about hardware and software, so, even if some women don't want to become actual professional programmers, there are plenty of associated roles where their efforts would be appreciated. Things like UI/UX design and testing, quality documentation and training materials, and user support might offer more opportunities for human interaction as well.
Thanks for this!
It is a somewhat delicate argument to make, because it might as well reinforce unhappy clichés, but maybe it is worthwhile to point out that, at least according to my subjektive perception, the number of female research software engineers in the field of digital humanities is almost higher than that of their male counterparts. (Whether they would self-identify as Research Software Engineers is a different question though.)
I can only invite curriculum builders to look for role models (like Josephine Miles) and use cases particularly in that field. Why always implement shop systems rather than virtual museum exhibitions as exercises?
Well, if you know my work I constantly invoke this type of example :) - definitely need to think of something other than the Star Wars API as the use case ...
Great read, Jen! As a former middle school girl, this resonates with me deeply. I'm just now learning to code, so I can't quite yet speak to what it's like as a woman in the industry. However, I can attest that I spent most of my life thinking tech "wasn't for me."
In middle school, my interest was drawing. In high school, I was in theater. In college, I pursued marketing and advertising, because I wanted a creative career. I didn't learn until much later in life how much creativity exists in tech.
I think so much of it comes down to peers and role models. At that age, my perception of a software engineer was someone who spent their life sitting in front of a monitor in a hoodie or blue button-down shirt never talking to another human being. This boring outlook made it pretty easy for me to say, "Nope, not for me!" Now that I'm attending networking events and listening to podcasts, I'm finally learning how vibrant and social this community can be.
In business school, I was able to endure the finance and accounting classes, because I could envision the role I was working toward. If middle school girls had a clearer picture of what their day-to-day in tech could someday look like, maybe they too would have an end goal to motivate them through the more disinteresting prerequisites.
You are so right (and, to be honest, my interest is still the arts and humanities - I switched careers from being an academic teaching French) - role models make a huge difference. I think about this ad often: https://www.youtube.com/watch?v=eAa4ZBDU8v4&ab_channel=RansterGreenEnjoy - I met Millie Dresselhaus when she was alive - what a great role model! And welcome to the industry! It's kind of a weird place but you are very welcome!!
One reason for this is how society perceives and talks about women in tech. While some articles are well-researched and approach this topic with nuance and constructiveness, the same cannot be said about much of the conversation surrounding it, particularly on social media. Many discussions are emotionally charged and often driven by political motives. This attitude tends to evoke a deep sense of self-pity and victimhood in women who are already in tech or are considering entering the field. Understandably, most would prefer not to be in that position.
To a certain sense, I agree - there is definitely a lot of toxicity in the public discourse around this topic, but I don't want to suggest that women are to blame for feeling bad about it and that they remove themselves actively. There's more to it than that, some of us have been in the field for 20+ years due to considerable resilience. I prefer to drown out toxicity with positive examples of shining successes, so we must make sure that we counterbalance each negative tale with a positive one.
I think your perspective resonates deeply Jen, especially the emphasis on resilience and the importance of uplifting positive narratives. I completely agree that it's not just about telling women to "toughen up" or remove themselves from difficult conversations—it's about recognizing that enduring and thriving in the tech industry takes more than just individual grit; it requires a supportive ecosystem.
Also, your call for counterbalancing the negative with positive examples is vital. Celebrating successes, showcasing role models, and highlighting achievements not only inspire those in the field but also pave the way for newcomers who might be wary of entering due to the negativity they see. By amplifying these stories, we create a healthier discourse that showcases the reality of growth, progress, and camaraderie, which is essential for changing the narrative from one of struggle to one of empowerment.
Thank you for championing this approach and reminding us that the conversation should include more hope and examples of triumph. Here’s to continuing to flood the space with stories that uplift, support, and inspire future generations to stay resilient and find joy in their tech journeys!