Essential Aspects of Gender-inclusive Computer Science Education

Authors

  • Lisa Sällvin Mid Sweden University, Östersund, Sweden
  • Lena-Maria Öberg Mid Sweden University, Östersund, Sweden
  • Peter Mozelius Mid Sweden University, Östersund, Sweden

DOI:

https://doi.org/10.34190/icgr.7.1.2260

Keywords:

Gender-inclusion, Gender-inclusive learning and teaching, Epistemological pluralism, Computer science education, Diversity in computer science

Abstract

Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

Author Biographies

Lisa Sällvin, Mid Sweden University, Östersund, Sweden

Lisa Sällvin is a PhD student in Information Systems and a lecturer in Computer Science at Mid Sweden University in Östersund, Sweden. Her research interest lies in inclusive computer science education. Additionally, she is the founder of an after-school tech club for young girls called Geek Girl Sundsvall.

Lena-Maria Öberg, Mid Sweden University, Östersund, Sweden

Lena-Maria Öberg is Associate Professor of Information Systems and a member of the Software Engineering and Education (SEE) Research Group. Lena-Maria has conducted studies on technology-enhanced learning, the use of technology to support collaborative learning and socio-technical aspects of co-working.

Peter Mozelius, Mid Sweden University, Östersund, Sweden

Peter Mozelius is an Associate Professor and Researcher, working at the Mid Sweden University in Östersund, Sweden. His research interests are in the fields of Technology enhanced learning, Game-based learning, Lifelong learning and AI in education. Peter teaches in courses on Scientific writing, Design science and Artificial intelligence.

Downloads

Published

2024-04-18