Newswise — If you're a third grader, your likelihood of becoming a computer scientist is heavily tied to your gender — a circumstance Allison Master believes is completely unjust.
How can Master be certain? Because third grade girls are telling her so.
"Our recent study tackles a significant, persistent problem in STEM education, which is the severe under-representation of women in fields such as computer science. It happens to be one of the most demanding areas in terms of women's participation. Merely around 20% of individuals who choose computer science as their major are women," explained Master, an assistant professor in psychological, health, and learning sciences at the University of Houston College of Education. She is also the primary researcher of a fresh study published in the Early Childhood Research Quarterly journal.
The study follows the origins of this disparity back to the early years of elementary school, examining whether coding and other computer science activities are more likely to be embraced by boys while being disregarded by girls. However, it is not the children who are responsible for forming these assumptions. The research team discovered that girls held positive attitudes towards female computer scientists, indicating that the stereotype is more likely to develop as they grow older, influenced by adults in their lives and the prevalent media that surrounds them.
Her investigations make her something of a pioneer in the field.
"Up until now, there has been limited research conducted in this domain," stated Master. In a prior publication, she and her research team examined the attitudes of students from kindergarten through 12th grade towards STEM-related subjects. In this recent study, they delved deeper by conducting a survey among first, second, and third graders to explore their motivations for learning computer coding. The findings uncovered two significant patterns: equality and growing disparities. Among the youngest participants, both girls and boys displayed equal levels of interest in acquiring coding skills and exhibited confidence in their coding lessons.
-"It is particularly heartening to observe from this research that girls in first through third grades exhibit a strong sense of openness and enthusiasm towards coding and computer science," expressed Master. "They hold the belief that they possess the capability to excel in coding and anticipate finding enjoyment in the learning process," she added.
Around third grade, there is a noticeable shift in girls' interest in computer coding, accompanied by a decline in their confidence to pursue it. In contrast, boys' interest and confidence in coding continue to grow as they progress through the years. Moreover, as girls become older, negative stereotypes begin to influence their perceptions and attitudes towards coding.
"As girls reach middle school and observe the participation in computer science activities such as after-school clubs and summer camps, they notice a predominant presence of boys. Additionally, negative stereotypes surrounding these fields are reinforced through adult conversations. Over time, coding camp opportunities and science-related gifts tend to be directed more frequently towards sons rather than daughters," explained Master.
The shift that occurs in third grade can be attributed to various factors. One significant influence is the exposure children have to social media, books, and TV programs during this period. Typically, these sources depict intelligent scientists as white or Asian men, rarely featuring women in such roles. This portrayal sends a powerful signal and contributes to the change in perception among children. Allison Master highlights that it is not a mere coincidence that this shift aligns with the age when kids start noticing these societal messages.
To combat these stereotypes, Master and her team are actively sharing their research findings with teachers through their open-access article titled "Gender Equity and Motivational Readiness for Computational Thinking in Early Childhood" published in the Early Childhood Research Quarterly. Additionally, they are proactively engaging with middle school girls and boys to understand what factors would inspire them to enroll in more computer science classes. By taking these actions, they aim to promote gender equity and encourage greater participation of both genders in the field of computer science.
"Currently, we are conducting interviews with middle schoolers, collecting their video testimonials about their experiences and what they love about coding," shared Master. "Our goal is to create educational materials that can inspire interested students, particularly girls, to develop excitement and enthusiasm for engaging in foundational computer science classes," she added. By leveraging these testimonials and insights from students, the aim is to foster a greater interest in computer science among diverse groups of learners.
In addition to targeting middle school students, Master and her team are actively engaging with younger grades, recognizing that stereotypes have not yet firmly taken hold during this developmental stage. "Our research affirms that this is an opportune time to introduce coding and computer science lessons to girls. By providing them with positive experiences at an early age, we can cultivate a genuine interest that will likely persist as they grow older," explained Master. The aim is to establish a strong foundation and spark enthusiasm early on, creating a pathway for continued engagement in computer science as they progress through their education.
Potential benefits spread far beyond the classroom demographics, as Master sees it.
Master emphasizes the significance of expanding participation in computer science due to its profound impact on society and the potential for fostering collaboration and assistance among individuals. Recognizing the importance of diverse ideas and a wide range of perspectives, she advocates for opening the doors to broader inclusion in the field. By embracing diversity, the computer science community can leverage a multitude of viewpoints to address complex challenges and bring about innovative solutions that benefit the entire society.
Master collaborated with her colleagues Daijiazi Tang and Taylor M. Alexander from the UH College of Education in conducting this study. Additionally, researchers from the University of Washington in Seattle and the University of Rhode Island contributed to the study, forming a multidisciplinary team to investigate the dynamics of gender equity and motivational readiness in early childhood computer science education. Their collaborative effort enhances the robustness and comprehensiveness of the research findings.
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