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

该项目将研究单性别计算机科学（CS）营地的影响，以及在此背景下与性别一致的角色模型。在过去的30年里，获得计算机科学学位并进入计算机科学行业的女性人数有所减少。为了扭转这一趋势，在计算机科学领域招募和指导女孩的女生项目激增。然而，尽管这些项目很受欢迎，但关于这些项目在增加CS女性人数方面的功效的研究却很少，而且人们对实施这些项目的最有效方法知之甚少。该项目将研究女性和性别平衡CS营与中学生榜样之间的主要影响和相互作用。更具体地说，该项目将研究性别如何影响女孩在计算机科学方面的自我效能感、兴趣、感知社会支持和技能发展。研究结果可以提高这种努力的效力，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400多名来自低收入和农村背景的中学参与者，向他们介绍计算概念，并提供经验，培养技能和信心，使他们走上计算机科学职业道路。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机技能。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、社交媒体和包含研究和课程材料的项目网站广泛传播给教育研究者和从业者。该项目由学生和教师创新技术体验（ITEST）项目资助，该项目支持建立对最佳实践、项目要素、背景和流程的理解，有助于吸引学生学习和培养对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。研究目标是为提高女孩对CS课程和职业的兴趣和能力的策略和模型提供证据。在社会认知理论的基础上，本研究可以确定经验基础原则，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，本项目将采用2X2准实验设计，并以两个研究问题为指导：(1)在夏令营背景下，性别社会能力模型和单一性别与平衡性别分组对女孩在CS中的兴趣、自我效能感、感知社会支持和技能的主要和交互作用是什么？(2)基于性别的社会能力建模和单一性别与平衡性别分组如何（如果有的话）影响女孩在CS营地的兴趣、自我效能感、感知社会支持和技能？这项研究将利用一项对照研究的证据，直接为招募女孩进入计算机行业提供最佳实践。女生专用项目旨在创造更多的赋权机会，摆脱基于计算机是男性活动的刻板印象可能带来的负面社会压力。迄今为止，还没有研究以这样一种方式检验项目结果，即可以独立和共同评估单一与平衡性别环境和角色模型的不同影响。

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.