Researchers argue that a curriculum review is necessary for achieving equity in computer science.

A recent study conducted by the University of Reading in partnership with Kings College London has found that England’s girls and other underrepresented groups are being overlooked by the current computing curriculum. The research, published in the International Journal of Science Education, highlights that the exclusion of their interests is creating a gender imbalance in the field, which carries over into the workplace. To address this issue, the researchers suggest revamping the curriculum to incorporate more creative aspects, such as digital art, in order to increase interest and engagement in computer science while equipping students with valuable skills for future careers.

The study analyzed questionnaire data from 4,983 secondary school students in England and discovered that girls who chose to study GCSE Computer Science were 42% less likely to aspire to become computer scientists compared to boys. Dr. Billy Wong, Associate Professor at the University of Reading, expressed concern over this, stating that girls and other marginalized groups should not be deterred from pursuing computer science careers when there is such high demand for computing graduates in the workforce. He also emphasized the need for a curriculum that aligns with the diverse interests, aspirations, and backgrounds of students.

The current GCSE curriculum heavily focuses on technical skills, particularly coding. However, many young people expressed that they do not see themselves in careers that solely involve these skills. To address this, experts propose a reform of the GCSE qualification and the broader curriculum, as well as strategies to encourage parental support, in order to achieve greater gender parity in the field of computing.

Principal investigator Dr. Peter Kemp, Senior Lecturer in Computing Education at King’s College London, highlights the value of computer science for individual, national, and global prosperity. However, he stresses the importance of addressing the gender imbalance in the field, which starts in schools and extends to the workplace. He suggests broadening the GCSE and the curriculum to include digital technology practices as part of the creative process, as this would appeal to more students who want to develop digital skills for their future careers.

The research also considers the impact of non-demographic characteristics, such as family support and positive views towards people working in computer science, on a child’s aspiration to pursue a career in the field. The findings of the study shed light on the underrepresentation of girls in secondary school level computing in England and call for evidence-based policies and practices to enable more young people, regardless of gender, to see digital jobs as a possibility for them.

 

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