1. IF GIRLS AREN’T INTERESTED IN COMPUTING CAN WE CHANGE THEIR MINDS? Julie Fisher Monash University, Melbourne, Australia, julie.fisher@monash.edujulie.fisher@monash.edu Catherine Lang LaTrobe University, Melbourne, Australia, c.lang@latrobe.edu.auc.lang@latrobe.edu.au Annemieke Craig Deakin University, Melbourne, Australia, acraig@deakin.edu.auacraig@deakin.edu.au Helen Forgasz Monash University, Melbourne, Australia, Helen.Forgasz@monash.eduHelen.Forgasz@monash.edu 1

2. Our motivation: a vicious circle 2 Previous interventions short term (2-5 days). Limited published outcomes and longer term impacts not explored Our question: could a longer term program with specifically designed materials change girls’ perceptions and improve their confidence in IT? Declining number of women work in IT Reduced numbers of women studying IT at University Few girls take IT subjects in school Girls see IT as geeky, male dominated and boring

3. Computing in schools IT classrooms often not welcoming for girls. Curriculum often regarded as boring impacting on girls’ attitude to IT. Girls are more positive if the curriculum includes co- operative assignments Teacher expectations often lower for girls studying IT. Girls see few role models of women in IT Few positive messages about IT careers. 3

4. Research model 4 Influences on girls’ confidence and interest in IT Women who promote IT to girls Classroom atmosphere, attitude of teachers and schools to IT How IT is taught to encourage girls Continual reinforcement that IT is a good career for girls

5. Our research – Digital Divas intervention program 5 Curriculum designed by an expert Taught for 8-12 weeks in all-girl classes. Girls 13-16 years of age schools 10 schools (7 co-educational, 3 all-girl) Data gathered GirlsTeachers # Other ## 265 pre survey 199 post survey pre-post focus groups (134 girls) post focus groups (108) 18 pre survey 10 post survey 11 pre interviews 13 post interviews # a number of teachers/ schools taught Digital Divas more than once Each school observed at least twice Role models provided blogs ## not discussed in this paper 33 post, post focus groups

6. Results: Increased confidence with IT Post-survey asked girls if their confidence with IT had improved. 128: 76% said yes. Post survey found girls said they were significantly less likely to panic if something went wrong with a computer (p<.001). 6 “I felt more confident after the course. Most of the stuff was on Word, and Excel, and Photoshop. My dad, all my family members use those applications, so I teach them a whole lot of stuff, it makes me feel smart.”

7. Increased interest in IT Pre-survey and pre-focus groups asked if girls would study IT further. Majority expressed a negative attitude towards computers and/or a career in IT. 99 negative comments relating to stereotypes and only 15 overall positive comments. Girls asked what they would like about an IT job. 21% said they would like ‘nothing’. The pre survey asked about studying IT, just 14% said they wanted to study IT further. Post-survey 17% said they were now interested in IT. Post-survey asked if girls’ ideas about computers had changed (Yes/No). 193 girls answered this question, 51% said ‘yes’. Post focus groups 33% made positive comments 7

8. The learning environment Classroom atmosphere “Everyone was really friendly, and everyone listened to the teacher”, “fun and comfortable.” Learning was fun “It’s more fun with all girls”, “It's fun to escape from disruptive boys and have a laugh and work in a class of girls.” Increased confidence “They [boys] brag and like put you down”, “Because it’s all girls.. if it was boys, the boys will take over, say “Oh you’re doing this wrong”, “It gives us a bit more confidence to actually stand up and give our ideas. If guys were in the class they would just be talking and everything, and you wouldn’t be able to get your point across.” Better learning environment “I think it’s just to get more work done without the guys being there because they just tend to be loud and don’t really pay attention.”, “Most boys muck around in the class, and we actually got work done.” 8

9. Role models/ ongoing reinforcement Each school had one speaker a women working in IT. Each week a female IT student (Expert Diva) attended each class. ”I was amazed with some of the things I could do with IT. It was putting words into reality, seeing this person actually does this job and she’s really enjoying it and all that.” These role models had a positive impact on the girls, something they remembered one year after. They also helped change girls’ perceptions and stereotypes about IT. ”This program has shown me that computers are not only for men, but women can enjoy technology as well. I know this because I have enjoyed the program.” 9

10. Components for a successful school based intervention 10

11. Conclusion Our program was unique because it was within schools and ran for a school semester. Strong response from the girls to the all-girl classes surprised us. No specific questions about this were asked, the girls told us unprompted that they liked it. We conducted evaluation throughout. We ran focus groups with girls 1-2 years after they had completed Digital Divas. We were able to demonstrate the changes were sustained. Our model should be useful for others looking to implement a similar school based program. 11