Understanding the Role of Gender in Engaging the Interest of Girls in Computer Science

该项目将研究单一性别计算机科学（CS）阵营和性别对齐的榜样在这种情况下的影响。 在过去的30年里，获得计算机科学学位和进入计算机科学工作队伍的妇女人数有所减少。为了扭转这一趋势，出现了一批招收和指导CS女孩的女孩专用方案。然而，尽管这些方案很受欢迎，但对这些方案在增加CS妇女人口方面的功效的研究很少，而且对实施这些方案的最有效方法知之甚少。本研究将探讨以中学生为对象的纯女性与性别平衡的CS营与角色模范之间的主要影响与互动。 更具体地说，该项目将研究性别如何影响女孩的自我效能、兴趣、感知的社会支持和CS技能发展。调查结果可以提高这些努力的有效性，并有助于这一关键劳动力部门的多样化。该项目将直接影响来自低收入和农村背景的400多名中学参与者，向他们介绍计算的概念，并提供经验，以发展技能和信心，使他们能够走上计算机职业生涯的道路。该项目将直接影响54名高中年龄的导师，因为他们学习和教授计算技能。 项目研究成果和学习资源将通过研究出版物、教育会议、面向教育工作者的出版物、社会媒体和包括研究和课程材料的项目网站，向教育研究人员和从业人员广泛传播。 该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对最佳实践，计划要素，背景和过程的理解的项目，有助于让学生参与学习和培养对STEM，信息和通信技术（ICT），计算机科学以及相关STEM内容和职业的兴趣。研究的目标是促进有关战略和模式，提高女孩的兴趣和能力，追求CS方案和职业的证据。建立在社会认知理论的基础上，本研究可以确定经验为基础的原则，为这一关键领域的实践提供信息。为了研究性别在这些项目中的影响，该项目将采用2X2准实验设计，由两个研究问题指导：（1）在夏令营背景下，性别特异性社会能力模型和单一性别与平衡性别分组对女孩的兴趣，自我效能，感知的社会支持和CS技能的主要影响和交互作用是什么？以及（2）如何（如果有的话）性别特异性社会能力建模和单一性别与平衡的性别分组影响女孩的兴趣，自我效能感，感知的社会支持，并在CS营地的技能？这项研究将直接为招募女孩进入计算机领域的最佳实践提供信息，使用来自一项对照研究的证据。 仅限女孩的计划旨在创造更多的赋权机会，免受基于计算作为男性活动的刻板印象的可能的负面社会压力。迄今为止，还没有研究以这样一种方式审查方案成果，即可以独立和联合评估单一与平衡的性别环境和榜样的不同影响。

The project will research the effects of single-gender computer science (CS) camps and gender aligned role models within that context. During the past 30 years, there has been a decrease of women earning computer science degrees and entering the CS workforce. To reverse this trend, there has been a surge of girls only programs for recruiting and mentoring girls in CS. Despite their popularity, however, there exists only minimal research on the efficacy of these programs to grow the population of women in CS and little is known about the most effective ways to implement these programs. The project will research the main effects and interactions between female-only and balanced gender CS camps and role models for middle school students. More specifically, the project will examine how gender influences girls' self-efficacy, interest, perceived social support, and skill development in CS. The findings can increase the effectiveness of such efforts and contribute to the diversification of this key workforce sector. The project will directly impact over 400 middle school participants from low income and rural backgrounds by introducing them to concepts of computing and providing experiences to develop skill and confidence that can set them on a path toward a CS career. The project will directly impact 54 high school age mentors as they learn and teach computing skills. Project research findings and learning resources will be widely disseminated to educational researchers and practitioners through research publications, educational conferences, publications oriented towards educators, social media, and a project website including research and curriculum materials. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of best practices, program elements, contexts and processes contributing to engaging students in learning and developing interest in STEM, information and communications technology (ICT), computer science, and related STEM content and careers. The research goal is to contribute to the evidence about strategies and models that enhance girls interest in and capabilities to pursue CS programs and occupations. Building on a foundation of social cognitive theory, this study can identify empirically grounded principles to inform practice in this critical area. To research the influence of gender in these programs, the project will use a 2X2 quasi-experimental design guided by two research questions: (1) What are the main and interaction effects of gender-specific social competency modeling and single gender vs. balanced gender groupings on girls' interest, self-efficacy, perceived social support, and skill in CS in a summer camp context? and (2)How (if at all) do gender-specific social competency modeling and single gender vs. balanced gender groupings affect girls' interest, self-efficacy, perceived social support, and skill in CS camps? The research will directly inform best practice for recruiting girls into computing using evidence from a controlled study. Girls only programs are designed to create more empowering opportunities free from possible negative social pressures based on stereotypes of computing as a male activity. To date, no study has examined program outcomes in such a way that the differential influences of single vs. balanced gender environments and role models can be independently and jointly assessed.