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 (1)
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.