1. NARROWING THE GAP
Can leadership skills help narrow the gender gap
in GCSE Computing?
Dan Gardner
@englandraider
2. Context
•Computing has only recently been available as a GCSE
course (since 2010).
•Study of GCSE Computing at Perins is entirely optional.
•Gender imbalance in Computer Science is a national
issue in schools, colleges, universities and industry.
6. Is It Just Preference?
•
• Although only three girls are currently studying Computing
at Perins, they enjoy it and do well in assessments.
• They are also keen to encourage other girls to consider
studying Computing.
• Positive feedback from parents…
Is Computer Science a topic that is of little or no interest to girls?
Dear Mr Gardner
My daughter is really enjoying her
Computing GCSE and is thinking about a
possible career in IT.
I wondered if you know whether there are
any opportunities to do work experience at
IBM Hursley?
Thanks very much.
7. The Process for Change
1.
2. Urgency: Before Year 8 select their GCSE courses.
3. Build Time: Put intervention events in the calendar.
4. Plan: Arrange realistic interventions.
5. Communication: Share plan with parents & students.
6. Manage: Ensure interventions are attended.
1. …
Need: Observable gender gap.
9. Identification: Logical Thinkers
•
• Observed a positive correlation between high scores in “non-
verbal reasoning” (logic) tests and ability with practical
programming tasks.
• Used Cognitive Ability Test data to identify 20 most “logical”
girls in Year 8 (students about to choose GCSE courses).
• Not the same as able maths.
Noticed that many of the best students in my first GCSE group were very logical thinkers.
12. Intervention: Dialogue with peers
•Year 10 girls already studying Computing invited to help
run a stand at the GCSE “choices fair”.
•These girls spoke confidently and enthusiastically to
younger children (and parents) about their positive
experience of Computing.
13. Communication: Email to Parents
Dear Parent,
I am writing to you because I
believe your daughter would
enjoy taking Computing as
one of her GCSE choices
next year…
Thanks for your email.
We spoke at the ChoicesEvening and I am pleased tosay that Holly is very keen totake GCSE Computing!
18. Learning Log
•
• Will distribute report through Computing At School
network in the hope that other schools might benefit.
Published online as a blog for anyone to view.
http://dangardner.schoolblogger.co.uk/category/mldp/
19. The Process for Change
1.
2. Urgency: Before Year 8 select their GCSE courses
3. Build Time: Put intervention events in the calendar
4. Plan: Arrange realistic interventions
5. Communication: Share plan with parents & students
6. Manage: Ensure interventions are attended
1. Anchor the change: what about next year?
Need: Observable gender gap
Editor's Notes
There is a move towards the teaching of Computer Science in schools, but GCSE Computing has only been available since 2010. Students and families are generally not aware of the subject. GCSE Computing is not compulsory at Perins – students can choose to study it if they wish. The gender gap in the study of Computer Science is not only evident in Perins (as we will see), but nationally in many schools, colleges and universities. There is a similar gender imbalance in the technology industry – addressing the issue in schools could help change this.
Need: Observable gender gap (as already discussed) Urgency: Before Year 8 select their GCSE courses (a fixed deadline in May 2013) Build Time: Put intervention events in the calendar (make sure things happen by committing to them early) Plan: Arrange realistic interventions (set achieveable targets, don’t try to do too much) Communication: Share plan with parents & students (keep everyone informed, parents have a big influence over student GCSE choices) Manage: Ensure interventions are attended (don’t do things half-heartedly, do a few things WELL) 7. There was a 7 th step – but will come on to this later!
Visual representation of Action Plan Divided into four stages: Identification (who can I target?) Intervention (what can I do?) Communication (how do I make sure everyone knows what is happening?) Measurement (how do I know if this has made any difference?)
In my first ever group, the mix of students who had chosen to study Computing had some observable traits. This included an above-average number of dyslexic students. I also observed that students seemed to be very logical thinkers. I looked at the NVR CAT test scores for my class. Some of the most logical thinkers in the year had naturally chosen Computing as a GCSE subject, and did well – particularly with programming. I used this data to proactively identify the 20 most “logical” girls in Year 8 based on their NVR test scores in Year 7. Interestingly these students were not necessarily in one of the top maths classes.
Invited students (and headteacher) to a lunchtime meeting. Introduced the project, and showed a short video that highlighted the value of programming and the potential skills shortage that we face. Explained that we would explore Computer Science a little more over the coming weeks, in the hope that some might consider it as a GCSE course next year.
Made use of an education-business partnership with a Basingstoke technology company. A registered STEM ambassador created a set of practical activities to give experience of programming using LEGO robot kits. Girls had to construct the robots first, then use logical thinking to create simple programs that would control the robot. All 20 of the girls attended, and were engaged by the activity, giving very positive feedback.
Letter to parents in advance of “choices fair” and parents evenings (so that things could be discussed face to face) Dear Parent, I am writing to you because I believe your daughter would enjoy taking Computing as one of her GCSE choices next year. This GCSE Computing course is proving very popular, with an increasing number of students choosing to study it each year since its introduction (both nationally and at Perins) in 2011. We are getting very positive feedback from parents and students – it is often listed as a “favourite subject” during discussion at Parents’ Evenings. Sadly, however, there is a significant gender imbalance and I am trying to address this (also national) problem in our school. School “ICT” courses have typically involved software skills training, often focusing on office software such as Word and Excel. Over the past couple of years this approach has received a lot of criticism and there is now a national move, backed by the government, towards Computer Science in schools. This is because: · it is more useful to employers than mere software training (it develops a deeper understanding). · computational thinking skills can be applied elsewhere (breaking a problem into logical steps). · it is a “science” and so recognised as a high-quality academic subject (included amongst the science subjects in the Ebacc and held in high regard by Colleges and Universities). I have evidence that students with strong logical thinking skills do well in GCSE Computing, and I have identified a small group of girls in Year 8 who are the most “logical” thinkers (based on data from Cognitive Ability Tests taken in Year 7). Your daughter is one of these students and the group has taken part in some voluntary activities this year, to give them increased awareness of Computer Science as a school subject. I hope that a number of them, including your daughter, will consider taking GCSE Computing next year. Included some detailed info about the course, and invited parents to contact me for more information. Positive feedback from some parents, but not the full picture…
This intervention has raised awareness (good). Does this mean that more girls will consider studying Computing though?
Quite a few of these girls would not have chosen GCSE Computing before this intervention. Pleased that none would dismiss it now. An increased number indicate that they will take it, but this is only a survey (no commitment).
Very recent data! Good uptake again this year (39 students, two classes again, and one more student than last year). But… what about the gender balance?! We now have 17 girls! Not all of them are from the intervention group.
