--- title: How to Get More Girls Into Computer Science description: Start by changing classroom stereotypes canonical: https://time.com/4040637/computer-science-girls-stereotypes/ author: TIME article:opinion: true article:content_tier: free article:published_time: 2015-09-22T13:39:32.000Z article:modified_time: 2026-08-04T07:38:19.576Z article:section: Ideas og:title: How to Get More Girls Into Computer Science og:description: Start by changing classroom stereotypes og:url: https://time.com/4040637/computer-science-girls-stereotypes/ og:site_name: TIME og:image: https://static.time.com/v3/assets/bltea6093859af6183b/bltbd8ccc982e53e90b/698864410a4a22f2b49c622e/girl-computer-school.jpg?branch=production&width=1200&quality=75&auto=webp&crop=16:9 og:image:width: 2122 og:image:height: 1194 og:image:alt: 533978127 og:type: article twitter:card: summary_large_image twitter:title: How to Get More Girls Into Computer Science twitter:description: Start by changing classroom stereotypes twitter:image: https://static.time.com/v3/assets/bltea6093859af6183b/bltbd8ccc982e53e90b/698864410a4a22f2b49c622e/girl-computer-school.jpg?branch=production&width=1200&quality=75&auto=webp&crop=16:9 ---  # How to Get More Girls Into Computer Science > Sponsored content. 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Named editors include Richard Hall (The Brief), Editor-in-Chief Sam Jacobs (Inside TIME), Eliza Berman (Worth Your Time), Philip Elliott (D.C. Brief), Justin Worland (Future Proof) and Harry Booth (In the Loop). Health Matters is written by TIME's health desk. #### How do I sign up for a TIME newsletter? Go to time.com/newsletters, choose the newsletters you want and enter your email address. There is no cost and no subscription requirement. ### Sources * TIME Newsletters: [time.com/newsletters](/c/time-nl-network-2026q3/newsletters?i=a0ecb1fe-ef28-4cc8-9169-2223af08dbe8&cr=time-nl-network-2026q3-v1) ## Video: Cracking The Girl Code [Watch (HLS stream): Cracking The Girl Code](https://cdn.jwplayer.com/manifests/IUeOpvkH.m3u8) (3:07)  _Published 2014-07-31. A program is trying to address low employment rates of women in the technology industry by attacking the issue at its source: Education. 'Girls Who Code' teaches young women computer science, in order to reverse the decline of women in the field._ by [Allison Master, University of Washington / The Conversation](https://time.com/author/allison-master/) ## Allison Master, University of Washington / The Conversation Sep 22, 2015 1:39 PM UTC  Elementary student using computer in classroom Elementary student using computer in classroom Getty Images by [Allison Master, University of Washington / The Conversation](https://time.com/author/allison-master/) ## Allison Master, University of Washington / The Conversation Sep 22, 2015 1:39 PM UTC Imagine a computer programmer. What does this person look like? What is this person doing? Is the person with anyone? What kinds of hobbies might he or she have? [Chances are](http://link.springer.com/article/10.1007/s11199-013-0296-x#page-1) that you imagined someone who is: male, white or Asian American, kind of geeky-looking and sitting alone at a computer. This typifies the stereotypical image of computer science in American culture. And [this image](http://link.springer.com/article/10.1007/s11199-013-0296-x#page-1) has only solidified over the past 30 years: so much so that high school girls [say things like](http://compscigail.blogspot.com/2012/06/meet-high-school-girls-who-had-to-take.html): --- > “” --- The real problem is that this geeky representation may prevent girls from seriously considering a career in computer science. As it is, women are highly underrepresented in computer science. In recent years, only [18% of computer science college degrees](http://www.nsf.gov/statistics/2015/nsf15311/tables/pdf/tab5-1.pdf) have gone to women. I am part of an interdisciplinary team at the [Institute for Learning & Brain Sciences](http://ilabs.washington.edu/postdoctoral-fellows/bio/i-labs-allison-master-phd) at the University of Washington (UW). Over the past three years, our team, which includes researchers Sapna Cheryan and Andrew Meltzoff, has worked to uncover the [effects of these stereotypes](http://www.cairn.info/resume.php?ID%5FARTICLE=RIPSO%5F273%5F0079) on girls. The effects are real. But there are ways to counter them. **Stereotypes matter** We [ran an experiment](http://psycnet.apa.org/psycinfo/2015-37516-001/) to see how showing a stereotypical or nonstereotypical computer science classroom would affect girls’ interest in taking a computer science class. We decorated a UW classroom in two ways: first with a set of objects that [we know](http://psycnet.apa.org/journals/psp/97/6/1045/) students associate with computer science, and second with a set of objects that are not associated with computer science. The stereotypical objects included the most obvious things, such as computer parts and books, but also other stuff considered “geeky,” like Star Trek posters. Our nonstereotypical objects included things that you might typically find in a classroom or office space, such as potted plants and nature posters. We showed photographs of both classrooms to high school girls and boys. We then asked them which classroom they liked better and how interested they were in each. What we found was that stereotypes mattered. But only for girls. Girls overwhelmingly preferred the nonstereotypical classroom (68% of girls said so), while boys had no preference. Initially, only about 13% of girls told us they were interested in taking a computer science class, but girls were almost three times more likely to be interested (35%) when the classroom was not stereotypical. **Girls feel they don’t belong** So, why do girls care about stereotypes? Our data show they make girls feel like [they don’t belong](http://psycnet.apa.org/psycinfo/2015-37516-001/). And the less that girls felt they fit the stereotypes, the less interested they were in taking computer science in the stereotypical classroom. Okay, then how do we counteract these perceptions? We need to show girls a broader image of computer science. If girls feel that they can belong in computer science classrooms, then – our findings show – they’ll be more likely to give it a fair shot. When girls feel that they belong, it can [transform their experience](http://psycnet.apa.org/journals/edu/107/2/468/) in fields dominated by men. And this is not just about classroom design – it’s about whether we perpetuate the same old images or change them to show a more diverse image of computer science. **Bringing change** Stereotypes are stubborn and hard to shift, but our lab has found [three promising strategies](http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323745/) that could help computer science: * redesign the physical environment so that girls feel welcome * show [diverse role models](http://pwq.sagepub.com/content/37/1/72), whose personalities and interests demonstrate that lots of different kinds of people can be computer scientists * [change the media stories](http://link.springer.com/article/10.1007/s11199-013-0296-x#page-1) (for example, using newspaper and magazine articles about computer science): tell girls how stereotypes about computer science are not accurate. There is an effort in the U.S. to make computer science education available to more students. Thanks to the work done by nonprofit groups such as code.org and others, the demand for such education is increasing. Almost 10,000 schools across the U.S. recently [requested help](http://blogs.seattletimes.com/brierdudley/2013/03/13/code-org-update-film-reaches-12-million-draws-10000-schools/)in starting computer science classes. Last year, the White House [announced initiatives](https://www.whitehouse.gov/the-press-office/2014/12/08/fact-sheet-new-commitments-support-computer-science-education) to support computer science education in K-12 schools. We need to get more girls to sign up for these classes. In a booming industry, girls are missing out on [well-paying jobs](http://money.usnews.com/careers/best-jobs/software-developer). And the [gender disparity hurts tech companies](http://www.theatlantic.com/technology/archive/2013/10/we-need-more-women-in-tech-the-data-prove-it/280964/) too. A less diverse workforce means less innovation and problem-solving. The first step is to show girls that they belong in computer science. _This_ [_article_](https://theconversation.com/want-more-girls-to-be-interested-in-computer-science-change-some-classroom-stereotypes-47136) _originally appeared on_ [_The Conversation_](http://theconversation.com) ## Transcript [00:00] When I thought about coding I felt like nerd. Guy. [00:04] Impossible. Isolated. Inaccessible. Boring. Not for me. [00:08] It is sad that those are the words that I would associate [00:12] with coding. Which is why I'm really happy that I had [00:15] this opportunity to change such a stereotype mind. [00:18] [ UNKNOWN ] [00:24] Coding has always been really foreign, and it's, I've [00:27] been told, I guess by male guys, like, oh Riya, you're [00:30] going to be a doctor, like I guarantee you're not going [00:32] to be a good coder. Someone said that to me before I [00:34] started this program. And I told them well, I'm gonna [00:36] prove you wrong. [ MUSIC ] In [00:41] 2010 I was running for office and would visit schools. [00:44] And would see 100 boys in a robotics lab and then [00:47] one girl in the basement of the church at a school in [00:49] Queens using a computer that was 10 years old. And [00:52] as we're becoming more digitally engaged, and as [00:54] technology has become more prestigious, we are [00:57] pushing women out. And I wanted to do something [00:59] about it, and that's why I started Girls Who Code. [01:00] [ MUSIC ] In [01:12] the back of my mind, I've always wanted to learn how [01:14] to code, but for some reason like I was too scared. to [01:17] code. Working in class of like 19 guys. So when I saw [01:20] that it was like girls who code, I immediately like, this [01:22] is what I wanted to do over the summer. So, Grace [01:23] Hopper is responsible is for all of programming. That's [01:27] woman. Coding is like learning how to [01:31] read or write. It's being able to take an idea in your [01:35] head and put it down and make it into. Into something [01:37] real. There's very few subject where a girl can come in [01:41] knowing nothing and when she leaves she can say I can [01:44] solve this problem. I mean, that's empowering. You're [01:48] creating your own puzzle using several puzzle pieces. [01:51] And you try to put it together to create your own [01:52] pattern. It requires a lot of creative thinking and a lot [01:56] of, I guess, motivation. You know, you have to keep [01:57] pushing forward. Like, right now we're working on a [01:59] game. And we have been trying to get this the one [02:03] button to work for the past half an hour. And once I [02:05] figured out what, what went wrong and once I solved [02:07] the problem, I was so happy and so excited that I [02:11] could do this. And I could solve the problem. And I [02:13] could make it better. [ MUSIC ] Computer [02:20] sciences needs to disrupted because it's not just [02:23] women. It's, you know, Latinos and African Americans [02:27] and just all different kinds of people. People who like [02:29] sports should be taking more computer science and, [02:31] you know, and they're not. I think what Girls Who Code [02:33] is trying to do is disrupt the way that computer science [02:35] is taught. We ask all of our girls to build a project. And [02:38] when I looked at what they wanted to build. They [02:40] wanted to build an algorithm to help detect false [02:43] positives in breast cancer. Testing. They wanted to [02:45] build a product to help fight obesity because a family [02:48] member was obese. I would love to be in [02:49] [ UNKNOWN ] and I think Cody has the ability to [02:52] change any surgeon operates in terms of prosthetics or [02:56] transplant. I mean, these are the problems that they [02:59] wanna solve and that's why it's so important because [03:01] we don't even know what solutions. 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