Supporting Girls' Computational Thinking Skillsets

Abstract

The representation of women in technical fields such as computer science and engineering continues to be an issue in the United States, despite decades of research and interventions. According to the most recent Bureau of Labor Statistics reports, only 21.1% of computer programmers are women, and only 16.5% of engineering and architecture positions are filled by women. This chapter discusses the long-term importance of exposing girls to computational thinking during their formative early childhood years (Kindergarten through second grade) in order to set them up for equal opportunities in technical fields throughout their later educational and career years. This chapter presents a case example of a K-2nd grade robotics and coding curriculum in order to highlight examples of developmentally appropriate technologies, activities, and strategies that educators can implement to foster young girls' computational thinking skills. Best practices and instructional strategies to support girls—as well as young children of any gender identity—are discussed.