Computing Goals, Values, and Expectations: Results From an After-School Program for Girls

Abstract

A growing number of programs aim to increase girls' interest in computing courses and careers, but there is little research on their effectiveness. In this study, we describe how girls in an after-school and summer program changed over time. Activities were based on the expectancy-value model of motivation and included computer game programming and career and college exploration via virtual mentors and field trips. Data from 59 (mostly Latina) students who participated for over 50 h show an increase in computing career goals, expectations for success with computing, the value they placed on computing and computing-related jobs, as well as perceived parent support. There was no change in their depth of interest in problem solving, endorsement of gender stereotypes, or perceived support from school-based peers and teachers. Different data sources yielded different findings about girls' stereotypical beliefs about computer jobs. Implications for designing interventions at the middle school level are discussed.

Diversity Barriers in K-12 Computer Science Education

“…Actions and words can potentially influence the expressed interest and pursuit of CS among students. Our study confirms much of the research on gender [e.g., [11][12][13][14][15][16][21][22][23][24] and it fills a gap by comprehensively comparing racial/ethnic groups. For instance, while large surveys have explored demographic differences in access to technology [9,10,25] and CS classes [7,24], our paper contributes a comprehensive survey of racial/ethnic differences in interest among parents and students, confidence, encouragement, and where students learn CS.…”

“…Parental encouragement of science and mathematics in middle and/or high school increases the likelihood of a young adult pursuing [12] and persisting in STEM careers [13], yet parents are more likely to encourage boys than girls in STEM fields [14]. Teachers, as well as parents and peers, also play key roles as influencers [15]. Social perceptions, therefore, potentially influence girls' decisions early on, creating an early gender gap.…”

“…Student and parent samples included targeted, detailed data on the underrepresented (Blacks and Hispanics, including Spanishspeaking only). Students were from grades 7-12 (typically ages [12][13][14][15][16][17][18]. Participating parents had one or more children in these grades.…”

Landscape of K-12 Computer Science Education in the U.S.

“…Girls' lower participation and interest in STEM and CS may also be explained by their lower confidence. In one study, Hispanic girls gained increased interest in computer careers, mediated by self-reported computing skills and confidence [8].…”

“…Parental encouragement of science and mathematics in middle and/or high school increases the likelihood of a young adult pursuing [9] and persisting in STEM careers [10]. Teachers, as well as parents and peers, also play key roles as influencers [8].…”