Female Students’ Participation in High School Computer Science. A Social-Psychological Analysis of Educational Choice

Authors:

Pages: 238-245
DOI: https://doi.org/10.54664/FTCP7545

Abstract:

Computer science has become a central discipline shaping technological innovation, economic development, and participation in contemporary digital societies. Despite its growing importance, female students remain significantly underrepresented in computer science education, particularly during secondary school, when academic specialization and career trajectories begin to take shape. This article provides a social-psychological analysis of the psychological, cultural, and social factors influencing female students’ participation in computer science. Drawing on research in STEM education and social psychology, the article examines the roles of self-efficacy, gender stereotypes, sense of belonging, parental expectations, and educational climate in shaping girls’ academic aspirations. The analysis suggests that female underrepresentation in computer science cannot be explained solely by differences in ability; rather, it emerges from the interaction of individual beliefs and broader sociocultural structures. Understanding these processes is essential for developing educational strategies that promote gender equality and broaden participation in computer science education

Keywords:

computer science education, gender stereotypes, self-efficacy, STEM education, social psychology, educational choice, hybrid programming education.

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