Abstract:

The underrepresentation of women in STEM professions, especially in computer science, is a complex problem caused by many influencing factors [1]. There is a general lack of knowledge about the work of computer scientists and the many fields where IT is used to solve societal, economic, environmental or medical problems. In addition, the absence of self-confidence and a sense of inadequacy in meeting the requirements of universities hinder girls from studying the subject. In a study by IU in Germany about STEM careers, only 16% of 777 girls felt well-prepared for a computer science course of study [2]. The lack of role-models is another reason for the “leaky STEM pipeline” during school time [3].
Addressing these deficits was the aim of a recent ring lecture series conducted by IU. The paper documents the motivation and scientific base for the concept as well as the design, the content and the reactions and feedback obtained during the lectures. Therefore, this concept might serve as a blueprint for more sustainable interaction formats to motivate young women for a career in science, technology, engineering and mathematics (STEM).
Since most educational IT activities targeted at young women in schools, like coding events, are only punctual and lack long-lasting effects on the career choice, a group of 12 female computer science professors from IU went for a different approach described and evaluated in this paper. A ring lecture consisting of six 60-minute online interactive sessions was created. Each of them carried an inspiring motto and a focus topic: “Computer science is universal” (human-computer-interaction in everyday life), “Computer science is no magic” (algorithms and programming), “Computer science is creative” (object-oriented modelling and computer graphics), “Computer science changes the world” (process management and optimization) and “Computer science is pure communication” (network protocols, natural language processing). A compass lecture gave an overview on many sub-sections of computer science, like business informatics, augmented and virtual reality, big data, artificial intelligence, cyber-security, robotics and many more – explaining the options for the choice of a main subject. To provide approachable role models, each lecture was given by two female professors from different fields, the final compass lecture included a larger team of female professors and students. The lecture series was offered once a week to girls in Germany between 10th and 13th grade. In each lecture, the participants were given learning tasks they could solve in a group, providing a protected environment. The girls could also ask questions any time to help them find out which field of interest in computer science might be suitable for them. The professors also answered questions about their own motivation, barriers and gender discrimination or the compatibility of job in IT and family life.

References:
[1] van Tuijl, C. and van der Molen, J. H. W. (2016) “Study choice and career development in STEM fields: an overview and integration of the research”, International Journal of Technology and Design Education, Vol. 26, No. 2, pp. 159–183.
[2] IU Internationale Hochschule, „Kurzstudie 2022: MINT-Bildung. Was junge Frauen darüber denken“, https://static.iu.de/studies/Junge_Frauen_in_MINT_Kurzstudie.pdf
[3] Speer, J.D. (2023), “Bye Bye Ms. American Sci: Women and the Leaky STEM Pipeline”, Economics of Education Review, 93:102371

Keywords:

STEM, young women, ring lecture, lecture series, interactive, role models, university career, leaky STEM pipeline.