Abstract:

The persistent underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) is a global challenge. This phenomenon is also present in the Degree in Computer Science at the Universitat de les Illes Balears (UIB) in Spain, which has a low percentage of female students (only 9% in the academic year 2021–22). To address gender inequality, we apply the design thinking process to identify innovative strategies for promoting the degree and encouraging female students to enroll, while also supporting and guiding those already pursuing the program throughout their academic trajectory.

The objective of this research is twofold:
(1) to review existing initiatives with similar goals, and
(2) to examine the experiences and proposals of faculty members and female students, considering the specific context of the UIB.

The methodology followed is the five-step design thinking process (Empathize, Define, Ideate, Prototype, and Test). First, through questionnaires and focus groups, we gather qualitative and quantitative insights from current female students to understand their motivations for choosing Computer Science and their academic experiences. Findings from these initial interactions are synthesized to define key challenges, followed by collaborative brainstorming sessions with students and a 6-3-5 brainwriting exercise with faculty to generate potential initiatives.

We contribute a compilation of initiatives together with the results of a design thinking process based on data collected from both faculty members and female students. Results show that most students reported not knowing any close female computer scientists, and some recalled only a limited set of well-known figures in the field. This lack of visible female role models may contribute to the low enrollment. Participants suggested that increasing girls’ interest in computer science requires greater exposure to what the field actually involves and to the wide range of applications that can be created through computing.

Many emphasized the importance of organizing workshops, talks, and hands-on activities in schools and secondary institutions to introduce students to programming, robotics, and other technological areas from an early age. These initiatives could include talks by female computer scientists, university students, or professionals in the field, helping to provide visible role models and challenge gender stereotypes. Participants also highlighted the need to show the social impact of engineering and computing in areas such as education, environmental sustainability, and health, as well as to inform families about the professional opportunities offered by ICT careers.

Regarding initiatives that could support their academic and professional development during their studies, students highlighted the value of workshops, talks, mentoring programs, technical courses, and scholarships aimed at helping them strengthen both their technical and professional skills. Many students emphasized the importance of participating in university events that facilitate contact with companies, such as technical sessions, hackathons, and career fairs, as these activities provide insights into real-world projects and potential career paths while also allowing students to build professional networks. Finally, they also expressed interest in courses focused on specific technical topics, as well as workshops on soft skills and job interview preparation.

Keywords:

Design thinking, gender gap, computer science degree, promotion, retention.