IDENTIFYING AUSTRALIAN HIGH SCHOOL INTERVENTION PROGRAMS THAT INFLUENCE 1ST YEAR FEMALE STUDENTS TO CHOOSE ICT DEGREES - THERESE KEANE ANDREEA ...
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Identifying AustrAlIan High School Intervention Programs that Influence 1st year female students to choose ICT degrees Therese Keane Andreea Molnar Rosemary Stockdale
Acknowledgements We would like to thank the Australian Council of Deans of ICT (ACDICT) for awarding the research team in 2018 with an ALTA small grant to aid the creation and dissemination of knowledge and evidence-based good practice in higher education for information and communications technologies. The grant supported this pilot project in determining whether established programs or interventions influenced schoolgirls to undertake a Computing degree in Higher Education. Authors Associate Professor Therese Keane, Swinburne University of Technology; Dr Andreea Molnar, Swinburne University of Technology; Professor Rosemary Stockdale, Griffith University. Citation Keane,T. Molnar, A. and Stockdale, R. (2021) Identifying Australian High School intervention programs that influence 1st year female students to choose ICT degrees ISBN: 978-0-6487880-0-3
CONTENTS
Tables
There is an underrepresentation of female students in Higher Education Information and Communication Technology (ICT) degrees.
EXECUTIVE SUMMARY There is an underrepresentation Australia, the researchers sought of female students in Higher to establish which initiatives the Education Information and students had engaged in and whether Communication Technology (ICT) they also undertook an ICT subject in degrees. For almost four decades, their final years of secondary school. various intervention programs, The authors researched existing ICT initiatives and events have been programs and initiatives that are developed to address the lack specifically aimed at secondary school of participation. However, to date, aged children in Australia. A total of 32 we know very little about the success initiatives were identified, some aimed of these programs in influencing only at girls while others were aimed students to enrol in final year ICT at both male and female secondary units in secondary school and then school students. Whilst there are many into an ICT degree. This report shares programs available to students, there the outcomes from a pilot study is little evidence that participation led identifying the types of initiatives to any change in motivation to study which are influential in encouraging ICT at university. Intriguingly, the large female students to undertake majority of the female students who ICT degrees. Through the use undertook Computing in their final of a questionnaire distributed to year of schooling continued to study first-year female university students ICT at university. enrolled in computing degrees across
INTRODUCTION
There have been many studies, over a widespread concern at the persistent
many years, that have established imbalance of gender diversity in the IT
that very few females study ICT/ sector. Many of the identified initiatives
Computer Science/Information are designed to influence students to
Systems courses at Higher Education undertake an ICT degree, with several
level. The cumulative effect of this is a of them aimed specifically at girls. To
shortage of women in the Information date, there has not been
Technology (IT) industry. This a large Australia wide study
report takes a different approach to undertaken to see which initiatives,
examining this problem and explores if any, have specifically influenced
whether established programs, girls’ decisions.
interventions or events aimed at
interesting school students in IT, In this pilot study, 84 female students
influence the decision of females across Australia were asked to identify
to undertake an ICT degree. whether any specific programs/
The report sets the scene for events/interventions they had
investigating this by examining the undertaken in secondary school
current state of ICT subjects taught influenced their decision to choose
in schools and how they continue to study ICT1 at university.
to attract low numbers as students
progress through to Year 12.
Identifying and examining the ICT
interventions, programs and events
proved to be difficult because of
the ever-increasing number of
such activities across Australia.
This proliferation of initiatives indicates
1
For this report, we have used the to many school students while ICT
terms computer subjects or computing is more common in the Higher
studies as synonymous with ICT. Education sector.
Computing is a more familiar term
7 Identifying Australian High School intervention programs that influenceTherese Keane | Andreea Molnar | Rosemary Stockdale 8
The Role of Curriculum
and the School
in the K-12 space
Computing subjects in Australian computing in their final years
schools have typically been of secondary school.
considered to be elective subjects
over past decades. Digital Even though Digital Technologies is
Technologies, a compulsory subject compulsory from Foundation-Year
from Foundation to Year 8 (and Year 8 (and F-10 in Victoria), this has not
10 in Victoria) was introduced in translated into students undertaking
2015 through the national Australian Computing subjects in their final years
Curriculum to enable students to of secondary school. The retention
build up their confidence in becoming rates of students studying Computing
creative developers of digital in Year 12 across Australia remains
solutions and to develop thinking very low.
skills in problem solving (Australian
Curriculum Assessment and Reporting In addition to the Digital Technologies
Authority, 2020). The rationale and curriculum there is another entity
aims of Digital Technologies are referred to as the ICT General
outlined in Tables 1 and 2. The Digital Capability. The Australian Curriculum
Technologies curriculum focuses has identified a number of areas as a
on students building capacity in general capability including literacy
analysing problems, developing and and numeracy. Teachers are expected
evaluating digital solutions, creating to incorporate and embed general
and sharing information, and using a capabilities into their subject area. In
variety of thinking skills such as design, the ICT General Capability, there are
computational and systems thinking. five interrelated and broad categories
Students are exposed to computing associated with this general capability.
concepts such as algorithms, These are:
programming, hardware, software • a pplying social and ethical protocols
and networks, data acquisition and and practices when using ICT
representation, and solving problems. • investigating with ICT
This is achieved through three distinct • creating with ICT
strands in the curriculum: Digital • communicating with ICT
Systems, Data and Information and • managing and operating ICT
Creating Digital Solutions. • Information and Communication
The curriculum is designed to Technology (ICT) capability in
inspire and provide students the learning areas.
with a foundation to undertake
9 Identifying Australian High School intervention programs that influenceThrough the school day, students The shortage of Computer Science
are expected to use ICT in their teachers in the United States has also
classes such as using a word been a major impediment in providing
processor, creating a presentation, Computer Sciences to all students
file management, capturing input alongside not having a standardized
such as recording video or taking curriculum (Margolis, Goode, & Bernier,
photos, creating mind maps, or polls 2011). However, the provision of
and understanding legislation that curriculum and resources does not
is pertinent to using a computer. and will not address the problem, until
However, using ICT in school is not other influencers such as family and
the same as Digital Technologies or society change their positioning on
Computing as a subject discipline. the entrenched view that Computing
is not a career for girls (Michell,
Running both the ICT as a general Szabo, Falkner, & Szorenyi, 2018).
capability, and Digital Technologies The provision of mandatory Digital
as a discipline-based subject has been Technologies curriculum in Australia
confusing to schools and teachers. As has not seen an increase in enrolments
many schools have 1:1 programs (i.e. in senior secondary Computing
one computer to one student), there is enrolments.
a misconception that integrating ICT
into all subject areas addresses the Whilst this report addresses computing
need to teach Digital Technologies. in the secondary school environment,
Unfortunately, having both a subject it is important to note that the flow-
and a general capability has made it on effect from students’ experience
difficult to distinguish between the of Digital Technologies in primary
two distinct offerings and schools school may impact their future uptake
mistakenly believe that they are of this subject area. Primary school
teaching Digital Technologies when teachers are generalists in nature, with
in fact they are incorporating the a broad knowledge in all areas of the
ICT general capabilities. This lack of curriculum. The Digital Technologies
differentiation makes it difficult for curriculum requires teachers to
students to understand the value of teach students about hardware,
studying Digital Technologies and software, networks, algorithms and
subsequently continuing the subject programming. Without adequate or
at higher levels in their schooling. specialist training for primary teachers,
the effective teaching of these
Whilst the United States has also concepts can be difficult. Additionally,
experienced issues in relation to while some Computing teachers in
dwindling ICT enrolments (Lee, 2015), secondary school might come from
the reasons for this are very different an ICT background prior to their
to the Australian context. Lee (2015) teaching career, some have found
identified three factors: it difficult to translate their skills
• the lack of professional development and expertise to the current course
for teachers in Computer Science requirements. Adequate professional
• the lack of pre-service Computer development needs to be accessible
Science teaching programs and to teachers to support the quality
• prejudices of diverse stakeholders. and effective teaching of computing
across Foundation to Year 12.
Therese Keane | Andreea Molnar | Rosemary Stockdale 10Table 1: Rationale for Digital Technologies Curriculum from ACARA.
Rationale for the Digital
Technologies Discipline
In a world that is increasingly digitised information, processes and digital
and automated, it is critical to the systems to meet needs and shape
wellbeing and sustainability of the preferred futures.
economy, the environment and society,
that the benefits of information Digital Technologies provides students
systems are exploited ethically. with practical opportunities to use
design thinking and to be innovative
This requires deep knowledge and developers of digital solutions and
understanding of digital systems knowledge. The subject helps students
(a component of an information to become innovative creators of
system) and how to manage risks. digital solutions, effective users of
Ubiquitous digital systems such as digital systems and critical consumers
mobile and desktop devices and of information conveyed by digital
networks are transforming learning, systems.
recreational activities, home life
and work. Digital systems support Digital Technologies provides students
new ways of collaborating and with authentic learning challenges
communicating, and require new skills that foster curiosity, confidence,
such as computational and systems persistence, innovation, creativity,
thinking. These technologies are an respect and cooperation. These are all
essential problem-solving toolset in necessary when using and developing
our knowledge-based society. information systems to make sense of
complex ideas and relationships in all
The Australian Curriculum: Digital areas of learning. Digital Technologies
Technologies empowers students helps students to be regional and
to shape change by influencing global citizens capable of actively
how contemporary and emerging and ethically communicating and
information systems and practices collaborating.
are applied to meet current and
future needs. A deep knowledge and Source: (Australian Curriculum
understanding of information systems Assessment and Reporting Authority
enables students to be creative and (ACARA), 2020a)
discerning decision-makers when
they select, use and manage data,
11 Identifying Australian High School intervention programs that influenceTable 2: Aims for Digital Technologies Curriculum from ACARA.
Aims — Digital
Technologies Curriculum
Digital Technologies more specifically • a pply protocols and legal practices
aims to develop the knowledge, that support safe, ethical and
understanding and skills to ensure respectful communications and
that, individually and collaboratively, collaboration with known and
students: unknown audiences
• design, create, manage and evaluate • apply systems thinking to monitor,
sustainable and innovative digital analyse, predict and shape the
solutions to meet and redefine interactions within and between
current and future needs information systems and the impact
• use computational thinking and of these systems on individuals,
the key concepts of abstraction; societies, economies
data collection, representation and environments.
and interpretation; specification,
algorithms and implementation Source: (Australian Curriculum
to create digital solutions Assessment and Reporting Authority
• confidently use digital systems (ACARA), 2020b)
to efficiently and effectively
automate the transformation of data
into information and to creatively
communicate ideas in a range
of settings
Therese Keane | Andreea Molnar | Rosemary Stockdale 12Senior Secondary Computing
in Victoria, NSW, Queensland
and Western Australia
As part of this report, senior secondary that one focuses on how to use a range
Computing enrolment data for NSW, of computer applications, whereas the
Victoria, Western Australia and other course tends to have an element
Queensland was gathered to establish of computer programming. The non-
the landscape. The following Tables programming subjects typically attract
(3-6) shows the total number of more students. Computing subjects
enrolments for the subject, the number are not compulsory in the senior
of female students enrolled in each years of secondary school; therefore,
subject, and the total enrolments of students elect to study them. The
students in the different States. total percentage of students (both
male and female) studying Year 12
Whilst each of the aforementioned Computing is between 1.4% to 5.8%
States refers to their Computing over the 5-year period between 2014-
subjects by various names, for 2019; a consistently low number of
this paper, the collective term of enrolments. It is also worth noting that
Computing will be used to describe the percentage of female students
these units. It is interesting to note that enrolled in these units varies from 5%
NSW, Victoria, Western Australia and to 35% of the total numbers across the
QLD offer two different Computing four States.
units each year. Typically, the
difference between the two units is
13 Identifying Australian High School intervention programs that influenceTable 3: Enrolments NSW Yr. 12 Computing Subjects.
Year Subject Females Total Total Total % of
% in unit Enrolments Enrolments students
for subject of students in (both M & F)
State undertaking
this unit
across the
state
2019 Information 350 2,098 66,627 3.1%
Processes and (16.7%)
Technology
2019 Software Design 194 1,796 66,627 2.7%
& Development (10.8%)
2018 Information 474 2,496 67,972 3.7%
Processes and (19%)
Technology
2018 Software Design 186 1,711 67,972 2.5%
& Development (10.9%)
2017 Information 514 2,684 68,816 4.9%
Processes and (19.1%)
Technology
2017 Software Design 150 1,801 68,816 2.6%
& Development (8.3 %)
2016 Information 751 3,658 67,924 5.4%
Processes and (20.5%)
Technology
2016 Software Design 266 2,843 67,924 4.2%
& Development (9.4%)
2015 Information 677 3,828 68,015 5.6%
Processes and (17.7%)
Technology
2015 Software Design 234 2,868 68,015 4.2%
& Development (8.2%)
2014 Information 589 2,756 68,004 4.1%
Processes and (21.4%)
Technology
2014 Software Design 110 1,720 68,004 2.5%
& Development (6.4%)Table 4: Enrolments Victoria Yr 12 Computing Subjects.
Year Subject Females Total Total Total % of
% in unit Enrolments Enrolments students
for subject of students in (both M & F)
State undertaking
this unit
across the
state
2019 Informatics 188 1,236 50,292 2.5%
(15.3%)
2019 Software 135 1,576 50,292 3.1%
Development (8.6%)
2018 Informatics 205 1,386 51,999 2.7%
(14.8%)
2018 Software 134 1,591 51,999 3.1%
Development (8.4%)
2017 Informatics 209 1,510 52,058 2.9%
(13.8%)
2017 Software 107 1,535 52,058 2.9%
Development (7%)
2016 Informatics 304 2,037 50,840 4%
(14.9%)
2016 Software 117 1,532 50,840 3%
Development (7.6%)
2015 IT Applications 390 2,548 50,610 5%
(15.3%)
2015 Software 81 1,345 50,610 2.7%
Development (6%)
2014 IT Applications 377 2,360 50,383 4.7%
(16%)
2014 Software 68 1,235 50,383 2.5%
Development (5.5%)Table 5: Enrolments WA Yr 12 Computing Subjects.
Year Subject Females Total Total Total % of
% in unit Enrolments Enrolments students
for subject of students in (both M & F)
State undertaking
this unit
across the
state
2019 Computer Science 46 396 24,848 1.6%
(11.6%)
2019 Applied Information 180 570 24,848 2.3%
Technology (32%)
2018 Computer Science 76 452 25,090 1.8%
(16.8%)
2018 Applied Information 160 533 25,090 2.1%
Technology (30.0%)
2017 Applied Information 233 670 25,083 2.7%
Technology (34.8%)
2017 Computer Science 56 381 25,083 1.5%
(14.7%)
2016 Applied Information 229 670 24,528 2.7%
Technology (34.2%)
2016 Computer Science 70 449 24,528 1.8%
(15.6%)
2015 Applied Information 275 787 24,494 3.2%
Technology (34.9%)
2015 Computer Science 36 408 24,494 1.7%
(8.8%)
2014 Applied Information 198 569 16,509 3.4%
Technology (34.8%)
2014 Computer Science 62 328 16,509 2.0%
(18.9%)Table 6: Enrolments QLD Yr 12 Computing Subjects.
Year Subject Females Total Total Total % of
% in unit Enrolments Enrolments students
for subject of students in (both M & F)
State undertaking
this unit
across the
state
2019 Information 158 1,275 35,620 3.6%
Processing & (12.4%)
Technology
2019 Information 433 1,746 35,620 4.9%
Technology (24.8%)
Systems
2018 Information 276 1,972 49,334 4.0%
Processing & (13.9%)
Technology
2018 Information 702 2,772 49,334 5.6%
Technology (25.3%)
Systems
2017 Information 312 2,160 50,219 4.3%
Processing & (14.4%)
Technology
2017 Information 832 3064 50,219 6.1%
Technology (27.2%)
Systems
2016 Information 278 2,226 48,653 4.6%
Processing & (12.5%)
Technology
2016 Information 840 2,920 48,653 6.0%
Technology (28.8%)
Systems
2015 Information 267 2,139 47,762 4.5%
Processing & (12.5%)
Technology
2015 Information 782 2,953 47,762 6.2%
Technology (26.5%)
Systems
2014 Information 284 1,957 45,675 4.3%
Processing & (14.5%)
Technology
2014 Information 816 2,756 45,675 6.0%
Technology (29.6%)
SystemsEven with a mandatory computing
subject from Foundation—Year 8 (and
Foundation—Year 10 in Victoria), both
male and female student enrolments
have not increased over recent years.
Students are not selecting senior
secondary school Computing as an
elective subject in their final year of
studies. Even more concerning is that
female students are underrepresented
in these subjects.
The enrolments
for senior school
Computing are low.
Therese Keane | Andreea Molnar | Rosemary Stockdale 18Activities/
Interventions/
Programs
Another way to try and encourage industry to provide female role models,
students to experience and engage activities and events directed at girls
with Computing is through co- to encourage and engage them into
curricular activities. These include Computing (Papastergiou, 2008).
programs, activities such as
competitions and interventions There have been many initiatives and
to engage younger students in programs aimed at secondary school
experiencing Computing within a students and in some cases, directly
contextual environment. Whilst there aimed at females to participate in
is a plethora of activities, interventions workshops or programs to experience
and programs aimed specifically at and understand Computing as a
addressing the underrepresentation subject area. It has been argued
of females, research has shown that that interventions are required to
boys have many more co-curricular change girls’ beliefs and challenge
opportunities outside of school to the stereotypes about the nature of
engage in Computing than girls (Vekiri, Computing and the misconceptions
2010). Students exposed to Computing about what the Computing profession
opportunities outside of a school entails (Vekiri, 2010). Some researchers
context have more opportunities to have even found success, through
develop their skills and increase their specific programs they devised aimed
self-efficacy in this space. Computer at girls (Lang, Fisher, Craig, & Forgasz,
usage for non-academic use was a 2020).
strong and prevailing factor in self-
efficacy (Rohatgi, Scherer, & Hatlevik, The following interventions/
2016). programs and activities were selected
for this research. A description is
Many interventions have been provided next to each one to provide
developed to solve the issue of background about the programs:
underrepresentation of girls in
Computing (Kiely, Heavin, & Lynch,
2019). Those identified by this study
are listed in Table 7 and specific
activities directed at females have
been indicated. Some researchers
advocate for partnerships between
universities, schools and the IT
19 Identifying Australian High School intervention programs that influenceTable 7: Description of interventions and programs aimed at primary
and Secondary students to engage with Computing.
Table 7 continued next pages.
Intervention Description Single Sex
(Female) only
Bebras An international competition for students in Year
3-12 to promote students’ computational thinking.
Big Day In A conference organized by university students for
Year 9-12 students interested in careers in ICT and
technology.
Career Fairs Career fairs to display different career opportunities
to senior secondary students.
Club Kidpreneur/ name A program aimed to encourage Years 5-10 students
change to Entropolis in entrepreneurial thinking and improve knowledge
HQ about finances, business acumen and other skills.
Code Club Coding club for children aged 9-13 years run by
volunteers.
Code Like a Girl A social enterprise to develop girls aged 8-12 Yes
programming skills through a three day camp.
CoderDojo Computer programming clubs for students aged
between 7 and 17.
Computer Games Boot An industry engagement event for students in Years
Camp 9-12 to learn about how games are designed and
developed with insights into IT career paths.
ECOMAN Aims to familiarize students with business concepts
by using a business simulation program.
Endeavour Workshop and a design expo aiming to familiarize
students with engineering.
EX.I.T.E. - Exploring Camps for girls in Years 8-10 aimed to increase Yes
interests in Technology students’ interest in STEM. They also explore the
and Engineering opportunities of contributing to the community
and being creative in technology and engineering
careers.
FIRST LEGO League Children in Years 4-9 solve real-world projects. In
the process they have to build a robot and program
it using LEGO® Mindstorms to solve an annual
challenge.
FIRST Robotics Students in Years 9-12 design, build, program an
Competition industrial robot and compete against other teams to
solve an annual challenge.
Girl GeekAcademy - #MissMakesCode is an initiative to build confidence Yes
#MissMakesCode and self-efficacy in the areas of algorithmic thinking,
programming and coding for young girls aged 5-8
years.Table 7: Description of interventions and programs aimed at primary and
Secondary students to engage with Computing.
Intervention Description Single Sex
(Female)
only
Girl Power in This program is specifically for girls and targets Year 9 Yes
engineering & IT students to attend a 3 day camp. In the following year,
program the students undertake work experience and in Year,
11 and 12 the participants are given university student
mentors.
Girls Programming A program run by girls for girls as a one-day workshop. Yes
Network As part of the workshop, they develop games, mobile
apps and learn about digital media and encourage high
school girls to attend.
Hour of code Events during which school students code.
Indigenous Girls STEM Coding clubs, competitions and scholarship for high Yes
Academy achieving indigenous girls in Years 8-11 to succeed in
STEM careers.
Computational and This is a one hour problem-solving competition aimed
Algorithmic Thinking at students in Years 5- 12 is designed to promote
(CAT) | AMT different ways of thinking including computational and
algorithmic skills.
Informatics Olympiad The Australian Informatics Olympiad (AIO) is an open
national computer programming competition held
annually for students up to year 10 and senior students
up to Year 12. The top four students in Australia will
be asked to represent Australia at the International
Olympiad
Innovation Challenge Students in Years 9 or 10 are paired with a mentor and
(BrainSTEM) they work together for 12 weeks in a STEM related
research environment.
Minecraft Competition Competition aiming to engage youth with social “hot
trends”. It aims to sparks creativity and collaboration
by embracing new technology.
NCSS Challenge Aimed at students in Years 5-12, to undertake this
competition with training running for five weeks to
learn or further develop their programming experience.
NCSS Summer School A ten-day summer school holiday intensive program
aimed at Year 11 students going into Year 12 to develop
their skills in programming, robotics and web design.
RACQ Technology Students compete and learn the use of technology and
Challenge Maryborough teamwork by building a vehicle.Table 7 continued.
Intervention Description Single Sex
(Female)
only
Robocup Junior Aims to introduce RoboCup Junior to primary and
secondary school children to encompass engineering
and IT skills.
Robogals Program aimed at primary and secondary school Yes
girls with the aim to improve their participation
and confidence to work in engineering, science and
technology
(Australian) STEM Aimed at students in Years 5-12 this challenge aims to
Video Game Challenge address students perceptions of STEM subjects
SuperDaughter Day Girls aged 5-12 years of age participate in hands on Yes
activities, including virtual and augmenting reality, app
design, technology and wearables along with their
parents. They also meet role models from industry.
Tech Girls are Girls aged between 7-17 years of age compete by Yes
Superheroes solving a problem through the development of a
mobile app and a business plan.
Tech School Hands-on workshops on engineering and IT for school
experience/workshop students.
Young ICT Explorers A competition in which students from Years 3-12
work on an IT project of their choice. The students
showcase their projects which are judged according
to the following criteria: Creativity and Innovation,
Quality and Completeness, Level of Difficulty and
Documentation.how can the study of Computing become attractive to students and particularly females?
PROJECT DESIGN
As part of this study, data was time in secondary school. Furthermore,
collected through the use of a they were asked to expand on whether
questionnaire. The surveys were they found that any of these initiatives
distributed to first-year female motivated them to enrol in an ICT
students enrolled in computing- degree. The participants were also
related degrees in Australia. The asked about their secondary school
questionnaire used a combination of studies and whether they studied
closed and open-ended questions. The Computing in their final year of
participants were asked demographic secondary school and the influences
questions (e.g. in which state they that led them to study ICT at
lived during high school and how long university. The open-ended questions
they have lived in Australia) and were were analysed using thematic analysis.
asked to state what initiatives they
participated in (if any) during their
Therese Keane | Andreea Molnar | Rosemary Stockdale 24Participants
There was a total of 119 female c. p
articipants that did not complete
participants who attempted the their secondary education in
questionnaire. Participants that did Australia; and
not satisfy the selection criteria, were d. p
articipants who were not first
eliminated. Among those eliminated year students.
were:
Therefore, after the selection criteria
a. participants that did not fully was applied, there were a total of 84
complete the questionnaires and participants included in the analysis.
b. participants that lived in Australia
for less than one year
DEMOGRAPHICS
Most of the participants had lived in asked to indicate whether they moved
Australia all their life (80%) and all of interstate to study their ICT degree. It
them were first-year undergraduate was interesting to note that in general,
students enrolled in an IT degree students in Australia do not leave their
(e.g. Computer Science, Business home state to study interstate. Student
Information Systems). movement to study their ICT degree
interstate was very limited. New South
The vast majority of students attended Wales (39.2%. — decrease by 1.3%) and
secondary school in New South Wales Victoria (31.7% — decrease by 0.34%).
(40.5%) and Victoria (32.1%) followed
by Western Australia (9.5%) and then
Queensland (7.1%). The remaining
States and Territories totalled 10.8%.
The majority of participants (72.6%)
in this study mainly studied their final
two years of studies in NSW, and
Victoria (Table 8). Students were then
25 Identifying Australian High School intervention programs that influenceTable 8: The following table provides a breakdown of where participants completed their secondary education. State/Territory Percentage % Count NSW 40.5% 34 Vic 32.1% 27 WA 9.5% 8 QLD 7.1% 6 ACT 6.0% 5 SA 3.6% 3 TAS 1.2% 1 NT 0.00% 0 Total 100% 84
Interventions
In this pilot study, it was established about the initiatives they participated
that 79% of the participants studied in whilst at secondary school.
Computing in their final year of The four most selected initiatives
secondary school and then continued reported were in order of percentage:
studying ICT at tertiary level. However,
given the low enrolment numbers of 1. Careers Fairs
students studying Computing at school 2. Big Day In
across four Australian states and even 3. Code Club
smaller numbers of females studying 4. Code Like a Girl
this subject, how can the study of
Computing become attractive to
students and particularly females?
Participants in this study were asked
Table 9: The ranking of popular initiatives reported in order of percentage.
Intervention Single Sex Percentage % Count
(Female) only
Career Fairs 7.1% 31
Big Day In 5.0% 22
Code Club 4.8% 21
Code Like a Girl Yes 4.3% 19
Computer Games Boot Camp 4.1% 18
EX.I.T.E. - Exploring interests in 4.1% 18
Technology and Engineering
Girls Programming Network Yes 4.1% 18
Girl Geek Academy - Yes 3.9% 17
#MissMakesCode
Young ICT Explorers 3.9% 17
FIRST LEGO League 3.4% 15Intervention Single Sex Percentage % Count
(Female) only
Girl Power in Engineering & IT Yes 3.4% 15
program
(Australian) STEM Video Game 3.4% 15
Challenge
Club Kidpreneur/ name change to 3.2% 14
Entropolis HQ
Endeavour 3.2% 14
CoderDojo 3.0% 13
Innovation Challenge 3.0% 13
(BrainSTEM)
Bebras 2.7% 12
Hour of code 2.7% 12
Computational and Algorithmic 2.7% 12
Thinking (CAT) | AMT
Informatics Olympiad 2.7% 12
Tech Girls are Superheroes Yes 2.7% 12
Tech School experience/workshop 2.7% 12
Robocup Junior 2.3% 10
SuperDaughter Day Yes 2.3% 10
ECOMAN 2.1% 9
FIRST Robotics Competition 2.1% 9
Indigenous Girls STEM Academy Yes 2.1% 9
NCSS Challenge 2.1% 9
NCSS Summer School 2.1% 9
Robogals Yes 1.8% 8
Minecraft Competition 1.6% 7
RACQ Technology Challenge 1.4% 6
Maryborough
Total 100 438INTERVENTIONS
“Careers Fairs”, such as ones held similar to Careers Fairs, students
in schools, TAFEs and universities are able to visit exhibitor stands at
(7.1%) were the most popular type of morning tea and lunchtime to speak
engagement students experienced. to organisations and universities to
These events target students in the learn about tertiary courses, work
last three years of secondary school experience and internships. Whilst this
and connect students with universities event is targeted at both sexes, about
and organisations offering them the 40% of participants were females
space to interact and provide specific (The Australian Computer Society
career advice. The interactions are very Foundation, 2021).
personable and enable face-to-face
conversations to gain insights from the The third most popular initiative
representatives available at the event. (4.8%) “Code Club” is run as an
Whilst students do not necessarily extracurricular activity and is for
participate in an experience simulating children to learn about digital skills
what the field of study is about, they and coding in a safe, fun environment.
have the opportunity to ask questions. Code Club was founded in the United
It should be noted that Careers Fairs Kingdom and operates globally.
target both sexes. This activity is specifically targeted
at younger students aged 9-13.
The second most popular initiative Code Club provides leaders of
that participants selected (5.0%) was the local club (i.e teachers) with a
the “Big Day In” events that are run series of coding projects which help
by The Australian Computer Society children learn Scratch, HTML and
Foundation. Similar to Career Fairs, CSS and Python by making games,
the target audience are students in animations and websites. The projects
the last 3 years of secondary school gradually introduce coding concepts
and these events are held across to allow children to develop their
Australia at university campuses to understanding of computing. Similar to
allow them to experience ‘university the two previous initiatives mentioned,
life’. They listen to approximately Code Club also targets both sexes.
8 inspirational presentations
throughout the day that include Another notable program is “Code
latest developments in technology, a Like A Girl” (ranked fourth 4.3%),
glimpse into the technological future which is a social enterprise that runs
and career opportunities/pathways. workshops and camps specifically
These events attract large number aimed at girls and women. Whilst
of students and are supported by there are many programs, events and
significant organisations in computing. initiatives to provide students with a
It is also interesting to note that taste of Computing and some targeted
29 Identifying Australian High School intervention programs that influencespecifically at girls, none of these were
identified as exemplary nor engaged
with large numbers of students.
Although 52% (n= 44) of the
participants believed that engaging
with these initiatives inspired them
to undertake an ICT degree, we
acknowledge that this study did not
capture all the events and programs
in Australia. Some participants did
not believe that these initiatives
were influential [25% (n = 21)] in
them electing to study ICT at school
or at university. Of the remaining
participants 3% (n = 4) were unsure
whether these computing events were
of use and 20% (n = 15) did not answer
this question.
Therese Keane | Andreea Molnar | Rosemary Stockdale 30studying computing in secondary school and the initiatives aimed at attracting women into Computing have some degree of influence On the enrolment in Higher Education Computing programs.
Discussion and conclusion This report has focused on exploring the role of studying Computing in secondary school and the role of initiatives aimed to promote an increase in the number of women enrolling in ICT degrees. The findings suggest that both studying computing in secondary school and the initiatives aimed at attracting women into ICT are perceived to have some degree of influence on the enrolment in Higher Education ICT programs.
Studying computing
in secondary school
Most of the women that participated in should be undertaken. The enrolment
this study also undertook computing of women in computing units in
in secondary school. However, it is secondary school remains low even
not clear whether the women enrolled with the introduction of mandatory
in a computing subject in secondary computing studies in F8 or F10 in
school because they wanted to Victoria. Earlier use of intervention
go into ICT, or the enrolment into programs may be more effective in
computing in secondary school has primary and early secondary school
led to them pursue further study at curricula to encourage more interest in
university. Given that most of the computing subjects in years 11 and 12.
study participants studied computing The role of teachers should also not be
at school and attended at least one underestimated (UNESCO, 2017) and
intervention course, further research providing further support for teachers
is needed to determine when the who teach both primary and secondary
interventions aimed at promoting school could help in the long run.
computing among school children
33 Identifying Australian High School intervention programs that influenceINTERVENTIONS
Each year, new programs and unclear as to how far reaching the
interventions are being developed influence of the interventions are and
to attract women in STEM. In 2020, whether female students were solely,
there were 337 programs aimed to or even significantly, influenced by
attract women in STEM in Australia the interventions. It appears more
(McKinnon, 2020). Although not likely that the interventions were an
all of them were aimed specifically affirmation of the students’ choices.
at computing this highlights the
effort being made to promote STEM In conclusion, this study found that
fields, including computing, among many of the study participants had
women. We found that educational studied computing in Year 12 and had
interventions and outreach activities taken part in one or more intervention
are attributed by the students as programs during their time at school.
being influential in their enrolment in It appears the combination of these
the ICT degrees. Interventions aimed activities has positive effects on
at girls only and those aimed at both females going on to further study
genders are credited. However, the in ICT. However, there is much work
study participants had also chosen needed to be done to overcome
computing subjects at school. It is existing barriers that prevent more
therefore not possible to attribute women studying computing at
enrolments in university programs school and ICT at university.
directly to interventions. There was The interventions, while useful,
no direct attribution of the role of appear to enhance the choice of
interventions by the participants computing rather than instil the desire
and qualitative comments in the to study the subject.
survey were inconclusive. It remains
Therese Keane | Andreea Molnar | Rosemary Stockdale 34FUTURE WORK
In terms of further work, an in-depth and school careers advisors) would
longitudinal analysis of the various provide valuable insights. Furthermore,
stages of study from primary through tracking women in the ICT industry to
secondary, university and into the identify their pathways from school to
workforce is required to track the their current roles would be of value in
Computing interventions and programs seeing how women develop careers in
students undertake which may or may the industry.
not influence their decision to study
Computing and or ICT. Expanding
the analysis and conducting an
examination of activities in schools that
lead to females choosing computing
subjects (including the role of teachers
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