| Purpose. This case study sought to investigate the structure, pedagogy and culture of an introductory-level, high school computer science class and to examine the experiences of the girls and boys in the class to understand why so few girls enroll in the advanced computer science classes.;Research questions. What factors can help explain why so few girls enroll in the advanced computer science classes in high school? (a) How do the existing structure, pedagogy and culture of the entry-level computer science class encourage or discourage girls’ and boys’ interest, enrollment and persistence in the advanced computer science classes? (b) How do girls and boys perceive their experiences in the entry-level computer science class? (c) What kinds of opportunities occur in the entry-level computer science class to foster the construction of the identity of a computer scientist for girls and boys? (d) How do perceptions of Computer Science as a discipline influence high school girls’ interest and enrollment in advanced computer science classes?;Methodology. This qualitative study utilized surveys, classroom observations, individual and focus group interviews and document collection. Four students, two girls and two boys, two teachers and two guidance counselors were chosen to participate. Interview transcripts and documents were coded to discover patterns, grouped into general categories and later combined into narrower themes and perspectives. Validity procedures included member checking, use of participants’ words, triangulation and researcher reflexivity.;Findings. Female students often enter the introductory computer science classes with weaker computer skills and less involvement with computers than their male peers. Opportunities to manage their learning environment by working at their own pace, collaborating and focusing on project topics and features that were meaningful to them proved to be a successful combination for the students in the introductory computer science class. Additionally, this research study yielded the discovery of institutional factors that influence the gender imbalance in computer science classes: course scheduling practices and prerequisites, teacher beliefs and attitudes, students’ prior experience and knowledge of computers, transition from middle school to high school computer science classes and computer-related opportunities outside the classroom.;Significance of study. Understanding the ways that girls and boys experience high school computer science classes can help schools provide a positive classroom experience for all students and redistribute the power of important social, cultural and academic resources. Providing an opportunity for high school students to share their perceptions, successes, failures and recommendations can serve as a catalyst for school improvement and promote the futures of girls and boys in technology. |
