A recent study has unveiled a significant decrease in the number of girls in England pursuing a GCSE in computing, sparking apprehension regarding gender inequality in the technology sector. Research conducted by King’s College London indicates that the replacement of the old information communication technology (ICT) GCSE with the new computer science GCSE has led to a substantial reduction in female participation.
In 2015, 43% of candidates for ICT GCSE were female, whereas only 21% of female students opted for GCSE computer science in 2023. This sharp decline has been attributed to the perceived difficulty of computer science, particularly when compared to more traditional subjects. Additionally, the study found that many girls did not find computer science enjoyable and did not see it aligning with their future career plans.
The report also highlighted a general decrease in computing and digital skills education at the secondary school level, which particularly affects girls, certain ethnic groups, and students from underserved socio-economic backgrounds. This trend has raised concerns about the lack of female representation in the computing field, which could potentially lead to a male-dominated influence shaping the modern world.
Dr Peter Kemp, a senior lecturer in computing education at King’s College London, emphasized the urgency of encouraging more girls to pursue computing at school. He stressed the significance of developing digital skills in all students, irrespective of gender, to prepare them for success in the workplace and broader society. Pete Dring, the head of computing at Fulford School in York, echoed these sentiments, suggesting the introduction of a comprehensive computing GCSE to provide essential skills and knowledge beyond just computer science.
Maggie Philbin, a technology broadcaster and director of TeenTech, has also advocated for a reassessment of the computing curriculum to make it more appealing to students and ensure that teachers feel confident in delivering the material. She emphasized the need to collaborate with educators to design a curriculum that is engaging and inclusive, particularly for girls who may be deterred by the current perception of computing as a challenging subject.
In conclusion, the decline in the number of girls taking computing GCSE in England raises concerns about gender imbalance in the tech industry and the broader impact on the future workforce. Urgent reform of the curriculum, better support for computing teachers, and a shift in the current narrative around computing are necessary to address these challenges and encourage greater female participation in the field. It is essential to provide all students with the digital skills required to thrive in an increasingly technology-driven world.