Female Performance and Participation in Computer Science: A National Picture

Autor/inn/en	Kemp, Peter E. J.; Wong, Billy; Berry, Miles G.
Titel	Female Performance and Participation in Computer Science: A National Picture
Quelle	In: ACM Transactions on Computing Education, 20 (2020) 1, Artikel 4 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Computer Science Education; Females; Secondary School Students; Gender Differences; Racial Differences; Ethnicity; Poverty; Minority Group Students; Academic Achievement; Underachievement; Coeducation; Intellectual Disciplines; Self Efficacy; Curriculum; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Weibliches Geschlecht; Sekundarschüler; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Armut; Schulleistung; Performance deficiency; Leistungsschwäche; Koedukation; Geisteswissenschaften; Self-efficacy; Selbstwirksamkeit; Curricula; Lehrplan; Rahmenplan; Ausland
Abstract	The change in the English computing curriculum and the shift towards computer science (CS) has been closely observed by other countries. Female participation remains a concern in most jurisdictions, but female attainment in CS is relatively unstudied. Using the English national pupil database, we analyzed all exam results (n = 5,370,064) for students taking secondary school exams in 2016, focusing on those students taking GCSE CS (n = 60,736), contrasting this against ICT (n = 67,359). Combining gender with ethnicity and the IDACI poverty indicator, we find that females from the poorest areas were more likely to take CS than those from the richest areas and that CS was more popular among ethnic minority females than white females. ICT was far more equitable for females and poorer students than CS. CS females typically got better grades than their male peers. However, when controlling for average attainment in other subjects, males got 0.31 of a grade higher. Female relative underperformance in CS was most acute among large female cohorts and with girls studying in mixed-gender schools. Girls did significantly better than boys in English when controlling for CS scores, supporting theories around female relative strengths lying outside STEM subjects. The move to introduce CS into the English curriculum and the removal of the ICT qualifications look to be having a negative impact on female participation and attainment in computing. Using the theory of self-efficacy, we argue that the shift towards CS might decrease the number of girls choosing further computing qualifications or pursuing computing as a career. Computing curriculum designers and teachers need to carefully consider the inclusive nature of their computing courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01