Gender in Computing

1. Gender in
Computing
Teaching Computing in
Schools.
Made by: Bernice Schembri

2. Introduction
 I have conducted an online interview using
Google Forms with 4 male teachers, who are
from different schools.
 Three of them are between the age of 35 and 40, while
the other is between the age of 25 and 30. Moreover,
they have been teaching between 9 to 14 years.
 The aim of the interview was to get to know teachers’
views on the differences between teaching Computing
to girls and teaching it to boys, as well as their ideas to
overcome the gender gap in teaching of Computing
by proposing different activities.

3. Teaching Computing to boys and teaching
Computing to girls.
3
1
Do you think that there is a difference between
teaching Computing to boys and teaching
Computing to girls?
Agree
Disagree

4. Teaching Computing to boys and teaching
Computing to girls.
 The reasons for the previous questions were:
The three teachers who agreed that there is a
difference when teaching Computing to boys and
teaching Computing to girls stated that girls tend to focus
more on the theoretical aspect of the subject, while boys
are more prone to problem solving and the practical
aspect of Computing.
The other teacher who does not think that there is
any difference stated that that the teaching is always the
same, it is the students themselves who are generally
different in the way they tackle practical aspects such as
programming. Furthermore, he agreed with the rest that
boys tend to be more hands-on than girls.

5. Computer Studies as an option is reducing
0
1
2
3
Wider range of
optional
subjects
More courses
to get some
computing
background
Computing
represented
as a difficult
subject
Why do you think that the number of students selecting
Computer Studies as an option is reducing?
Series 1

6. Computer Studies as an option is reducing
 The teachers mentioned various reasons why they think the
number of students choosing Computing as an option is
decreasing:
Three of the teacher brought up the same reason that
nowadays students have a wide range of optional subjects to
choose from.
One of them also said that when students talk with
their fellow peers, they often represent Computing as a
difficult subject and that it is not reflecting today's IT needs.
The other teacher responded that in the past
Computing was the only option to get some computing
background. Today, we have ECDL, specialised BTEC courses
and various other courses. Computing is reserved exclusively
to candidates who would like to study it at a higher level.

7. Computer Studies as an option is reducing
 One of the main reasons which I believe that is causing students
not to choose Computing is because of its practical side, which is
programming. Many students find it difficult when it comes to
problem solving and programming and this often results in many
students giving up on the whole subject.
 According to the article ‘Computer Science Without
Programming? ‘, teachers often teach programming without
computer science, as if they are two completely different subjects.
 It is because they tend to gear the programming lesson around the
tool, which in our school systems is the Java programming
language rather than combine programming with all the computer
science aspects. This makes is harder for students to understand
programming and to find the link between computer science and
programming.

8. Computing activities for different genders
Do you think that there are certain Computing
activities which are only suitable for boys and
others which are only suitable for girls?
Yes
No

9. Computing activities for different genders
 All of the teachers agreed that all Computing
activities are suitable for both boys and girls. The
main reason for their answers was that both sexes
are equally able.

10. Computing activities for different genders
 Personally, I agree with the interviewees that there are no
activities that are suitable only for girls or only for boys.
However, teachers need to adapt the class activities
according to her audience. I believe that it is not a matter
of gender difference, but it is a question of personality and
character.
 Apart from adapting to each student’s personality, one
should also keep in mind his/her abilities. One of the things
that should be adapted in order to have Computer
Education for all is the educational tools. The report,
‘FUTURE DIRECTIONS IN COMPUTING EDUCATION SUMMIT
PART ONE: IMPORTANT COMPUTING EDUCATION RESEARCH
QUESTIONS ‘, lists examples of how teachers could adapt
with people with disabilities. For such an example, it
mentioned visual programs which can be accessed
through interactive audio for visually impaired students.

11. Gender gap in the students choosing
Computing as an option.
0
1
2
3
Stereotypes Computing
careers are
predominat by
men
Why do you think that there is a gender gap in
the students choosing Computing as an option
at Form 3?

12. Gender gap in the students choosing
Computing as an option.
 For some reason or another, they all agreed that
unfortunately there is a gender gap in the students
choosing Computing as an option.
Three of the teachers mentioned that stereotyping
is one of the main issues that is causing this gender gap.
There is the misconception that Computing is a subject for
boys.
The other teacher mentioned the issue that
Computing careers are still predominant by males, which
leads girls to think that it is not the ideal job for them.

13. Gender gap in the students choosing
Computing as an option.
 The two issues outlined in my interview are also enforced in various
articles.
 According to the National Center for Education Statistics, girls and
boys are equally interested in STEM careers and are equally able to
work in these fields. However, societal perceptions tend to steer
men and women in different career directions.
 Moreover, the article ‘Priming the Pipeline: Addressing Gender-
Based Barriers in Computing’ discusses common gender issues
which are experienced by females who try to seek out a career in
the computing sector. In my opinion, the worst of these is the
‘persistent unconscious bias’ which favours men rather than
women. Also, women have a scarcity of role models and mentors
to look up to.

14. Ideas that could overcome the gender gap
0
2
Computing
careers
environment
Activities that
includes both
genders
What are your ideas to overcome this gender
gap? Propose some activities.

15. Ideas that could overcome the gender gap
 In the last question, I asked them to suggest any ideas of how
to overcome the gender gap by proposing some activities:
Two of them think that the Computing careers
environment should encourage more women to choose such
career. This could be done by including flexible hours which might
make it more attractive for child bearing women to try a career in
Computing.
The other two teachers suggested activities that could
occur during the school years. These could be exposing students
to women and men who have a successful career in Computing
and doing multi school projects where both genders can work
projects together. This can easily happen in the next few years as
we have already introduced co-ed system with the Form 1
students.

16. Ideas that could overcome the gender gap
 Ideas to overcome the gender gap suggested from the
article ‘Making Computing Interesting to School
Students: Teachers` Perspectives’ is to have students
attending computer clubs as an extra curricular activity,
going to school trips or having talks with professional
computer scientists.
 In my opinion, the first thing that we have got to change
is our perception that the Computing subject is
somehow male oriented. Moreover, we should provide
equal opportunities for both genders to learn and
succeed in Computing careers!

17. References
 Lin, J. (2014, 2 January). Designing Tech That Engages Girls
in STEM – Hint: It’s Not About Pink! Retrieved from:
http://blog.makewonder.com/designing-tech-that-
engages-girls-in-stem-hint-its-not-about-pink/
 Whitney, T. Gammal,D. Gee,B. Mahoney,J. Simard,C. (2013,
March). Priming the Pipeline: Addressing Gender-Based
Barriers in Computing. Retrieved from:
http://www.computer.org/cms/ComputingNow/pdfs/Primi
ngThePipeline.pdf
 Black, J., Brodie, J., Curzon, R., Myketiak, C., McOwen, P.
W., & Meagher, L. R. (2013, June 28). Making Computing
Interesting to School Students: Teachers` Perspectives.
Retrieved from http://www.chi-
med.ac.uk/publicdocs/WP141.pdf

18. References
 Cutler, R. (2008, October 7). Computer Science Without
Programming? Retrieved from:
http://blog.acm.org/archives/csta/2008/10/computer_s
cienc_2.html
 Cooper, S., Bookey, L., & Gruenbaum, P., (2014,
January) Future Directions in Computing Education
Summit Part One: Important Computing Education
Research Questions. Retrieved from:
http://ilpubs.stanford.edu:8090/1117/1/FutureDirectionsS
ummitReport201401Final.pdf