Empowering Change: How Student Voices Can Bridge the Gender Gap in Computer Science

Computer science jobs are often dominated by men, but this trend starts before students even enter the workforce. To change this, schools need to offer computer science classes and actively encourage diverse groups of students to enroll in them.

Anna Otto, an inspiring leader in the Adams 12 Five Star District near Denver, emphasizes the importance of student feedback in designing engaging computer science programs. She has been working to make computer science classes accessible to all students while closing gaps in participation by gender and race.

Otto has been surveying students for two years, gathering insights to better tailor the curriculum. She believes that making courses appealing is key to drawing in more diverse students. If students see computer science as relevant to them, they’re more likely to take part.

Why Ask Students for Feedback?

One major challenge is getting more girls, non-binary students, and students of color into computer science. First, they need access to these courses. Then, how these courses are taught and how students are encouraged to join can make a difference.

With the help of her curriculum teams, Otto created surveys for middle school teachers to use at the start and end of terms. These surveys help identify trends in student interest and participation.

Responding to Feedback

Research indicates that support from family and educators plays a vital role in sparking girls’ interest in computer science. When examining the data, Otto noticed that many students reported they had little encouragement to enroll in classes. This revealed a need to promote awareness about the value of these courses among families.

A positive sign is that 90% of students expressed confidence in their ability to learn computer science. This is up from 83% a year ago, suggesting that increased access and supportive teaching methods are having a positive impact. Social-emotional learning practices are part of this success, fostering an inclusive environment that can boost students’ confidence.

Confidence and Enrollment Gaps

Many females and students of color hesitate to try computer science because they lack confidence. If they don’t see themselves succeeding, they are likely to shy away from these classes. Confidence is crucial; just like how someone might skip learning basketball if they feel unathletic, students may avoid computer science if they doubt their abilities.

There’s still work to do. While 90% of white students feel confident, only 80% of Black and Hispanic students share that feeling. Addressing this gap is essential to encourage more diverse participation in computer science.

Steps Taken to Foster Inclusion

To tackle these challenges, Otto encourages teachers to reflect on their practices and the data they collect. Emphasizing collaborative learning can help all students, especially females and those of color, feel more included in their classes. Representation in learning materials also matters greatly.

Giving students choices in their projects can create a more engaging and inclusive experience. By embedding these strategies into both the curriculum and teaching methods, Otto aims to foster a welcoming environment where every student can thrive in computer science.