Abstract:
This study examined the impact of an all girls’ classroom environment in a high
school introductory computer science class on the student’s attitudes towards computer
science and their thoughts on future involvement with computer science. It was
determined that an all girls’ introductory class could impact the declining female
enrollment and female students’ efficacy towards computer science. This research was
conducted in a summer school program through a regional magnet school for science and
technology which these students attend during the school year. Three different groupings
of students were examined for the research: female students in an all girls’ class, female
students in mixed-gender classes and male students in mixed-gender classes. A survey,
Attitudes about Computers and Computer Science (ACCS), was designed to obtain an
understanding of the students’ thoughts, preconceptions, attitude, knowledge of computer
science, and future intentions around computer science, both in education and career.
Students in all three groups were administered the ACCS prior to taking the class and
upon completion of the class. In addition, students in the all girls’ class wrote in a journal
throughout the course, and some of those students were also interviewed upon
completion of the course.
The data was analyzed using quantitative and qualitative techniques. While there
were no major differences found in the quantitative data, it was determined that girls in
the all girls’ class were truly excited by what they had learned and were more open to the
idea of computer science being a part of their future.
