There has been a marginal increase the number of girls enrolled in computer science but it is not nearly enough. There are many contributing factors girls are opting out, and there are several ways we as teachers can combat the gender stereotypes in the field, and encourage more girls to pursue careers in information technology and other STEM fields. It is important to stop the "leaky pipe" for girls in STEM education before high school pre-requisites are chosen.
WHAT CAN WE DO?
Environment:
It has been shown that classroom environment can influence students' perception of a course. Most computer science classrooms I have been in have been dark and sparse; with little to no consideration to the environment in the room. The room should be welcoming for all. Well lit, posters and games that are interesting to all genders, not just the stereotypical computer students. In my opinion, computer science is the most creative of all the sciences so let it show through our workspaces and lessons.
Feeling Represented:
Whether we are discussing embellishments in the classroom itself or this history of computer science, it is important for the students in our class to feel represented. I started in computer science at the age of 13 and have taken related course until I started to work in the industry. During this time, not once was it mentioned that Ada Byron Lovelace was the first computer programmer. She was a mathematician who developed the logic behind Charles Babbage's analytical machine in the 1840s. There are so many women who contributed to the industry past and present and they are almost forgotten. The women of Bletchley Park during World War 2 decoding messages from the Germans and of ENIAC (Electronic Numerical Integrator and Computers) who programmed missile trajectories in World War 2 should not be forgotten. By including these women in our lessons and by displaying pictures of them and their contributions around our classrooms, girls can see themselves in the same roles.
Using main stream media, "Hidden Figures" for example we can also highlight some of the influential women in the history of computer science. This is an activity I'm using in my classroom as a "film study", one different movie for each of the 3 courses in high school computer science.
Bringing guest speakers in whose careers are based in technology and computer science from all genders and cultures can be role models for those who do not feel represented by the all-boys club that computer science tends to be. As a women, who has worked in the industry I can lead by example modelling that technology and STEM careers are for everyone.
Language
1. When describing careers we can provide more depth when it comes to computer science. Instead of saying, "This is what a computer scientist does.", we can say, "These are some examples of the industries that need computer scientists and this is how they impact society and/or help people".
2. When we try to battle gender stereotypes, it important to use gender neutral language and be wary of our own biases.
WHAT CAN WE DO?
Environment:
It has been shown that classroom environment can influence students' perception of a course. Most computer science classrooms I have been in have been dark and sparse; with little to no consideration to the environment in the room. The room should be welcoming for all. Well lit, posters and games that are interesting to all genders, not just the stereotypical computer students. In my opinion, computer science is the most creative of all the sciences so let it show through our workspaces and lessons.
Feeling Represented:
Whether we are discussing embellishments in the classroom itself or this history of computer science, it is important for the students in our class to feel represented. I started in computer science at the age of 13 and have taken related course until I started to work in the industry. During this time, not once was it mentioned that Ada Byron Lovelace was the first computer programmer. She was a mathematician who developed the logic behind Charles Babbage's analytical machine in the 1840s. There are so many women who contributed to the industry past and present and they are almost forgotten. The women of Bletchley Park during World War 2 decoding messages from the Germans and of ENIAC (Electronic Numerical Integrator and Computers) who programmed missile trajectories in World War 2 should not be forgotten. By including these women in our lessons and by displaying pictures of them and their contributions around our classrooms, girls can see themselves in the same roles.
Using main stream media, "Hidden Figures" for example we can also highlight some of the influential women in the history of computer science. This is an activity I'm using in my classroom as a "film study", one different movie for each of the 3 courses in high school computer science.
Bringing guest speakers in whose careers are based in technology and computer science from all genders and cultures can be role models for those who do not feel represented by the all-boys club that computer science tends to be. As a women, who has worked in the industry I can lead by example modelling that technology and STEM careers are for everyone.
Language
1. When describing careers we can provide more depth when it comes to computer science. Instead of saying, "This is what a computer scientist does.", we can say, "These are some examples of the industries that need computer scientists and this is how they impact society and/or help people".
2. When we try to battle gender stereotypes, it important to use gender neutral language and be wary of our own biases.
Coding Club for Girls:
In order to combat previous gender biases, I am starting a "Coding Club for Girls" at my practicum school. My goal is to encourage more girls to give it a try and do they kind of coding that will keep them interested. At the beginning for the term I send a survey and those who were interested replied with the type of projects they wanted to work on. This included general coding, building smart phone apps and web design. The consensus was web design so for 4 weeks of my practicum block, I will teach those who attend the basics of web design using HTML. In the second term, I plan to add a section of building smart phone apps using Applab. To me, computer science is the most creative of all the sciences and I believe this is what will attract more girls to technology based courses.
In order to combat previous gender biases, I am starting a "Coding Club for Girls" at my practicum school. My goal is to encourage more girls to give it a try and do they kind of coding that will keep them interested. At the beginning for the term I send a survey and those who were interested replied with the type of projects they wanted to work on. This included general coding, building smart phone apps and web design. The consensus was web design so for 4 weeks of my practicum block, I will teach those who attend the basics of web design using HTML. In the second term, I plan to add a section of building smart phone apps using Applab. To me, computer science is the most creative of all the sciences and I believe this is what will attract more girls to technology based courses.
Reflection:
In the past 30 years there has been an increase to the number of women in computer science but technology based careers is still considered a boys-club. . There are a number of things we as teachers can do to encourage girls to consider careers in technology. Studies show, we must start early and there are a number of programs to introduce coding to students as young as Early Years. In High School students are beginning to think about "What I want to do when I grow up?" In most cases girls are not discouraged from STEM careers but we can do more to encourage them. Some may be apprehensive about the higher level math required, some may not even know it is an option. If they feel welcome in the class and feel represented in the course content we can make an impact of the number of women in STEM fields.
There is a great need for people in these careers in order to compete in a global market. and balancing the gender gap is one part of a great solution. In order to develop a diverse workforce in the tech industry we must do more to be inclusive in our technology education.
The tipping point for me when deciding whether to enter the Faculty of Education or not was reflecting on my experience in my undergrad (Faculty of Computer Science) and the day a realized the large gender gap in my classes. My ability to be the role model for those girls, lead by example and share my story was the main factor when I decided to become an educator.
In the past 30 years there has been an increase to the number of women in computer science but technology based careers is still considered a boys-club. . There are a number of things we as teachers can do to encourage girls to consider careers in technology. Studies show, we must start early and there are a number of programs to introduce coding to students as young as Early Years. In High School students are beginning to think about "What I want to do when I grow up?" In most cases girls are not discouraged from STEM careers but we can do more to encourage them. Some may be apprehensive about the higher level math required, some may not even know it is an option. If they feel welcome in the class and feel represented in the course content we can make an impact of the number of women in STEM fields.
There is a great need for people in these careers in order to compete in a global market. and balancing the gender gap is one part of a great solution. In order to develop a diverse workforce in the tech industry we must do more to be inclusive in our technology education.
The tipping point for me when deciding whether to enter the Faculty of Education or not was reflecting on my experience in my undergrad (Faculty of Computer Science) and the day a realized the large gender gap in my classes. My ability to be the role model for those girls, lead by example and share my story was the main factor when I decided to become an educator.
References:
Computer History Museum. (n.d.). Retrieved October 27, 2019, from https://computerhistory.org/.
Stepnuk, L. (2019, October). Strategies to Overcome Gender Bias in Stem Education. Strategies to Overcome Gender Bias in STEM Education. Winnipeg MB.
Cheryan, S. (2017, September 25). The Gender Gap in Texh isn't Set in Stone. LA Times. Retrieved from www.latimes.com
Computer History Museum. (n.d.). Retrieved October 27, 2019, from https://computerhistory.org/.
Stepnuk, L. (2019, October). Strategies to Overcome Gender Bias in Stem Education. Strategies to Overcome Gender Bias in STEM Education. Winnipeg MB.
Cheryan, S. (2017, September 25). The Gender Gap in Texh isn't Set in Stone. LA Times. Retrieved from www.latimes.com
All photos used with permission
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