Researchers have revealed a more complex understanding of what constitutes an ‘ideal’ computer science student, challenging traditional views of geeky, intelligent men who often struggle with social interactions.
Researchers at the University of Reading, in collaboration with colleagues at King’s College London, have revealed a more complex understanding of what constitutes an ‘ideal’ computer science student, challenging traditional views of geeky, intelligent men who often struggle with social interactions.
The findings, published in Educational Review, examined approximately 9,000 responses from over 3,000 secondary school students aged 11-16 in England. Although intelligence is still considered important, the study indicates that young people appreciate a broader array of qualities in computer science students, such as creativity and teamwork.
Professor Billy Wong from the University of Reading remarked: “This is encouraging news for increasing participation in computer science education. Stereotypes exist for a reason but can greatly discourage involvement from some underrepresented groups. Our findings suggest that young people acknowledge the significance of being knowledgeable and diligent in computer science, while also appreciating softer skills like creativity and teamwork. This counters the common stereotype that computer scientists are solely ‘clever’ but socially inept.”
Key findings include:
– A total of eight main clusters of traits were identified: Smart & Clever; Knowledgeable & Interested; Determined & Hardworking; Kind & Helpful; Creative; Independent; Confident; and Collaborative.
– Students looking to pursue careers in computer science placed importance on diverse attributes beyond just intelligence.
– Girls were more inclined to view the ideal computer science student as independent but were less likely to associate them with being kind and helpful.
– Students from less privileged backgrounds tended to emphasize intelligence as the most important characteristic.
Professor Wong added: “These insights can assist educators and policymakers in promoting a more inclusive perception of computer science. By emphasizing the variety of skills appreciated in the field, we can motivate more young individuals to envision themselves as future computer scientists.”
This study is part of the SCARI computing project, a three-year initiative funded by the Nuffield Foundation, aimed at understanding the factors influencing participation and performance in computer science education, particularly concerning the underrepresentation of girls in this area.
