Post on 17-Dec-2015
Short and Sharp: Challenging Girls to Become Programmers
Alison HunterManukau Institute of Technology, New Zealand
Raewyn BoersenEastern Institute of Technology, New Zealand
Where is New Zealand?Population 4.5 million, nearest large neighbour Australia, 3 hours flying away, area about same as UK.
Background 1: NZ Women Programming Professionals
Background 2: NZ Women Programming Students (1 x university)
First one 1989, introduced programming to 16-18 year old girls, ran 11 years, champion retired (COBOL)
Redesigned and refocused in 2008 by some of the same initiators
Now 13 x NZ sites, 12 x international sites Expanding organically by those who are passionate
about girls and programming www.pc4g.org.nz or info@pc4g.org.nz
Programming Challenge 4 Girls (PC4G)One NZ initiative to address imbalance
Name of
event Judging
Publicity
Format
Rewards
Timing
Targets 14 year old
girls (year 10)
Industry involvement
Organisation structure
Host sites
Teaching materials
Programming language
PC4G Carefully Designed
5 years of High school, (years 9-13) ages 13-18 Two types - single-sex & co-educational Majority public i.e. government run, minority privately
owned New Digital Technology curriculum for examination
years (Years 11, 12 & 13) with five IT strands Low uptake◦ 55 x Programming & Computer Science (P&CS)◦ 507 x Mathematics
Girls studying P&CS strand relatively low (23%, 24% and 31% respectively)
Majority of schools use criterion-based assessments
NZ Educational Environment
What evidence is there that participation in the PC4G encourages girls to consider a career in programming?
Sub-questions:• How did the girls’ respond emotionally to the Challenge; was
it an encouraging experience?• What were the girls’ perceptions of gender capabilities and
stereotyping?• How effectively did the Challenge increase the girls’
understanding of programming?
Research Questions
Small pilot study Written survey to collect quantitative and some
qualitative data – six sections Ethical implications substantial due to age of girls Participants◦ 12 of 13 schools◦ 23 of 40 girls
Response rate of 58% (incentivised)
Methodology
Quantitative data◦ Frequency distributions of responses in percentage format◦ Easiest for reading
Demographics of the 23 participants◦ 22 use a computer at home◦ 22 own their own device◦ 20 had programmed before
Findings from 3 of the 6 sections presented in 4 tables
Analysis
Table 1: Effectiveness of PC4G Strongly
DisagreeDisagree Agree Strongly
Agree
The PC4G has made me more interested in programming 0% 17% 39% 43%
The PC4G helped me learn about programming 0% 0% 48% 52%
I will now look for opportunities to find out more about programming 0% 9% 61% 30%
I would like to do the PC4G again 0% 0% 33% 67%
What evidence is there that participation in the PC4G encourages girls to consider a career in programming?
How did the girls’ respond emotionally to the Challenge, was it an encouraging experience?
Table 2: Emotional Responses
Strongly Disagree
Disagree Agree Strongly Agree
The PC4G was a fun way to learn programming 0% 0% 43% 57%
I was nervous before I started the PC4G 0% 26% 48% 26%
Taking part in the PC4G was challenging but enjoyable 0% 0% 52% 48%
I was proud of what I achieved in the PC4G 4% 0% 43% 52%
What were the girls’ perceptions of gender capabilities and stereotyping?
Table 3: Gender Capabilities and Stereotyping Strongly
DisagreeDisagree Agree Strongly
Agree
It was good that there were no boys competing in the PC4G 0% 27% 27% 45%
If boys had been included in the PC4G then most likely a boys’ team would have won
17% 65% 0% 17%
I will be considered a geek now that I have competed in the PC4G
32% 50% 5% 14%
I don’t mind if people think I’m a geek 0% 4% 35% 61%
How effectively did the Challenge increase the girls’ understanding of programming?
Table 4: Increased Understanding of Programming
Strongly Disagree
Disagree Agree Strongly Agree
I enjoyed the problem solving part of programming most 0% 13% 48% 39%
I enjoyed the coding part of programming most 0% 32% 45% 23%
I liked being able to test immediately if our code worked 0% 4% 48% 48%
I realised that I needed to be very logical and pay attention to detail
0% 9% 39% 52%
A positive experience PC4G increased the girls’ understanding of programming Stereotypical views although persisting, are minimal, little
negative impact ◦ Majority believe that they would be as capable at programming as boys◦ Being labelled a geek ok
Girls able to rate their preference for three of programming’s component tasks
Fun + a sense of achievement + wish to repeat = evidence PC4G encourages girls to consider a career in programming
Conclusions
The pilot will be refined and areas of limitations addressed
The research is to be extended to more sites and in more countries
A longitudinal study may also be undertaken to see how the girls’ interest in programming is either nurtured and developed or wanes
Future Research