Fewer girls pursuing Computing in England could hinder UK's tech aspirations, report claims
A new study reveals a significant drop in girls taking computing GCSEs in England, raising concerns over the UK's tech future.
The report from King’s College London has highlighted a worrying trend: the number of girls in England taking a GCSE in computing has more than halved since 2015.
The decline poses a threat to the UK's ambitions to become a leading technology superpower. Researchers are urging the incoming government to take immediate action to reverse this trend and promote gender diversity in the tech sector.
The report finds that girls are less likely to enjoy computer science GCSEs, feel it aligns less with their career plans, and perceive it as more difficult compared to other subjects.
Stereotypes about the tech industry also play a role in deterring girls from pursuing computing. When asked to name famous figures in computing, students predominantly mentioned men like Bill Gates and Mark Zuckerberg, with only two women, Grace Hopper and Ada Lovelace, making the top 10.
Dr Peter Kemp, Senior Lecturer in Computing Education at King’s College London, emphasised the urgency of the situation:
“It is imperative that we see action to encourage more girls to take computing at school so they can develop the digital skills they will need to be able to participate in and shape our world.
“The current GCSE is focused on computer science and developing programming skills, and this seems to deter some young people, in particular girls, from taking up the subject.”
Based on data from the Subject Choice, Attainment and Representation in Computing project (SCARI), the report involved almost 5,000 students and numerous interviews with teachers and school leaders. It found that girls represented only 21% of those taking GCSE Computer Science in 2023, down from 43% in 2015 when the curriculum included a broader Information and Communications Technology (ICT) focus.
Key findings from the report include:
Curriculum Shift: The transition from ICT to a computer science-focused curriculum in 2014 has contributed to the decline in girls’ participation. The current curriculum emphasises programming and computer theory, areas where girls report less interest and confidence.
Perceived Difficulty: Girls are likelier than boys to find computing subjects difficult. This perception is supported by the report's analysis, which shows that students typically score lower in GCSE Computer Science compared to their other subjects.
Lack of Enjoyment and Alignment with Career Plans: Among girls who did not choose computing at GCSE, 74% said they did not enjoy the subject, and 56% felt it did not align with their career plans. These figures are significantly higher than those for boys.
Teacher Preparedness: Interviews revealed that many teachers feel unprepared to teach the current computing curriculum, highlighting the need for better professional development and support.
The report calls for several measures to address these issues, including:
Curriculum Reform: Introducing a broader curriculum that covers a wider range of digital skills and is more appealing to a diverse student population.
Enhanced Teacher Training: Providing better support and professional development for computing teachers, focusing on equality, diversity, and inclusion.
Changing the Narrative: Promoting diverse role models in computing and showcasing a variety of career paths that utilise digital skills.
Maggie Philbin, technology broadcaster and Director of TeenTech, supports the report’s recommendations:
“At the moment, many students see the subject as ‘difficult’ and vote with their feet if they are aiming for the best grades. It’s time to take a fresh look at the subject and work with teachers to design a curriculum which is more appealing and which teachers feel confident to deliver.”
The SCARI report highlights the importance of these changes, warning that without action, the lack of women in computing could lead to heightened vulnerabilities and a continued male dominance in shaping the modern world.
Dr Kemp concludes, “We need to ensure computing is a subject that is appealing to all pupils and meets the needs of young people and society.”
