Exploring the Gender Disparities in Computing Education Motivation

Abstract

This article investigates gender disparities in Computer Science (CS) and Computational Thinking (CT). Existing literature reveals the gender gaps in CS and CT, spanning from the classrooms to the workforce. The literature that identifies the gender gaps in CS and CT and the lack of consensus in the current studies undertaken in relation to why women are less engaged in CS and CT than their male counterparts. The article explores concepts of motivation and engagement and advocates for early exposure to CS and CT. Strategies such as early exposure and offering role models and mentorship programs are proposed as effective ways to attract and retain female learners. Challenges in defining Computing Education terminology and assessing the long-term impact of interventions persist. This article emphasises the need for further research to understand factors influencing girls' motivation and engagement in Computing Education. In conclusion, this article suggests the importance of leveraging practical pedagogical approaches to create a more inclusive learning environment.