Why are girls opting out of computer studies?

A study by Kings College London (KCL) pointed out that this trend is particularly concerning given the country's ambitions to become a leading science and technology superpower. The KCL’s study, which is part of the ‘Subject Choice, Attainment, and Representation in (SCARI) Computing’ project, shed light on this issue.

The report highlights that the percentage of girls taking GCSE Computer Science has fallen from 43% in the ICT GCSE in 2015 to just 21% in the current Computer Science GCSE in 2023​​ – which roughly equates to an annual fallout rate of 6%. This decline is attributed to several factors, including the perceived difficulty of the subject, lack of engagement, and insufficient encouragement from schools.

Becs Roycroft, COO at mthree, articulated the urgency of addressing this issue: “There’s an urgent need to address the declining female participation in computing qualifications to prevent future growth in the diversity disparity in tech. A plummeting female uptake in computing GCSEs is a worrying sign and a trend that must be reversed for the good of the sector.

“The tech industry continues to have a perception of being male-dominated and a lack of women choosing the subject at GCSE level will only contribute to this. Teachers and STEM leaders must come together to inspire young people to pursue the topic at a young age.”

Factors influencing girls' choices

Perception of difficulty: Many students and parents perceive computer science as a particularly challenging subject.

Lack of engagement and relevance: Girls show more interest in topics such as digital media and project work, which were more prevalent in the previous ICT curriculum. The current curriculum’s focus on programming and computer science can seem less relevant to their interests and future career aspirations.

Insufficient information and role models: Roycroft noted that: “More than a quarter (27%) of Gen Z women said there was a lack of information about the tech sector within their schools and colleges. The Kings College research also highlights the perception of computer science being more difficult than the previous ICT GCSE syllabus.”

Influence of teachers and schools: The role of schools and teachers is critical in shaping students' career choices, with Roycroft further stating: “Mthree's own research underscores the pivotal role that schools play in shaping students' career choices. More than a third of female Gen Z students (37%) attribute their career decisions to encouragement from their school or college.”

Stereotypes and industry perception: The tech industry is often seen as male-dominated, which can deter girls from pursuing computing.

According to Roycroft, promoting positive representations of women in tech is essential to changing this narrative: “In addition, there is also a joint need for greater visibility of female role models and mentorship. By promoting positive representations of women in tech and aiding interactions between students and female tech professionals we can turn the tide on declining uptake.”

Moving forward

To address these issues, it is crucial to reframe the computing narrative and showcase the diverse opportunities within the tech industry.

“The tech industry includes a plethora of exciting career opportunities, and these must be highlighted to young people. IT is not solely coding, programming and theory, it is a creative industry which will influence every aspect of our lives in the future,” says Roycroft.

Moreover, fostering inclusive learning environments and ensuring equitable access to computing education are vital. The SCARI Computing project’s recommendations include curriculum reform, enhanced teacher training, and promoting inclusive practices within schools​​​.

Roycroft concluded: “By showcasing diverse role models and emphasising the sector's vast opportunities, we can inspire more girls to pursue tech IT and computing. It is paramount we ensure there is a balanced and inclusive future.”

Addressing these challenges requires a collaborative effort from educators, policymakers, and industry leaders to inspire and support the next generation of girls in computing.