Computer science has gone mainstream in US education, yet young women are still underrepresented – news8000.com

Gender Disparities in Computer Science Education and the Role of Sustainable Development Goals

Introduction

Despite significant progress in expanding computer science education across the nation, notable gender disparities persist. Historically pioneered by women, the field of computer science experienced a shift in the 1980s with the advent of personal computers, leading to male dominance in STEM (Science, Technology, Engineering, and Mathematics) fields. This report emphasizes the importance of addressing these disparities in alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality).

Current Gender Gaps in STEM Education

1. Decline in Female Participation: Gender parity observed in middle school diminishes by high school, where young women constitute only one-third of students enrolled in computer science courses.
2. Systematic Barriers: Research indicates that women and girls face systemic discouragement from pursuing STEM fields during their academic journey, reflecting challenges to achieving SDG 5.
3. Workplace Inequities: Women in computing roles encounter higher levels of gender discrimination compared to men and non-STEM peers, as reported by a 2017 Pew Research survey. Additionally, women earn approximately 29% less than men for equivalent positions.

Efforts to Promote Gender Equality in STEM

• Mentorship and Networking: Programs such as mentorship initiatives, accelerators, and networking events have contributed to retaining more women and gender-diverse professionals in STEM fields, supporting SDG 8 (Decent Work and Economic Growth).
• Challenges Persist: Despite these efforts, women continue to leave STEM careers due to burnout, lack of diversity, advancement barriers, and gender bias.
• Impact of Reduced Support: The technology sector’s reduction of diversity, equity, and inclusion (DEI) teams and decreased funding for organizations like Women Who Code—which supports over 360,000 members across 145 countries—undermines progress toward SDG 10 (Reduced Inequalities).

Recommendations for Collaborative Action

To foster equitable opportunities in the evolving tech industry, collaboration between education and technology sectors is essential. Policy-driven initiatives and equitable programs must be prioritized to enable students and educators to thrive in future job markets, directly contributing to the achievement of SDG 4 and SDG 5.

Conclusion

Addressing gender disparities in computer science education and careers is critical for sustainable development. By aligning efforts with the Sustainable Development Goals, stakeholders can ensure inclusive, equitable, and quality education and work environments that empower all individuals regardless of gender.

Story editing by Carren Jao. Additional editing by Kelly Glass. Copy editing by Kristen Wegrzyn.

This story originally appeared on ScholarshipInstitute.org and was produced and distributed in partnership with Stacker Studio.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses computer science education and the need for equitable access and support for all genders in STEM fields.
2. SDG 5: Gender Equality – The article highlights gender disparities in STEM education and careers, gender discrimination, wage gaps, and barriers faced by women and gender-diverse professionals.
3. SDG 8: Decent Work and Economic Growth – The article touches on workplace equity, wage disparities, career advancement barriers, and the importance of inclusive work environments in the tech sector.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
2. SDG 5: Gender Equality
   • Target 5.1: End all forms of discrimination against all women and girls everywhere.
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.
   • Target 5.A: Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
   • Target 8.8: Protect labor rights and promote safe and secure working environments for all workers.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proportion of youth and adults with ICT (Information and Communications Technology) skills, including computer science education enrollment rates by gender.
   • Enrollment rates of girls and boys in STEM courses at middle and high school levels.
2. SDG 5 Indicators
   • Gender parity index in STEM education and employment.
   • Wage gap between men and women in STEM fields (e.g., the article mentions women earning 29% less than men for the same job).
   • Incidence of gender discrimination reported in STEM workplaces.
   • Proportion of women in leadership and decision-making roles within tech and STEM sectors.
3. SDG 8 Indicators
   • Employment rate in STEM fields disaggregated by gender.
   • Rates of retention and exit from STEM careers by gender (e.g., women leaving STEM due to burnout, lack of diversity, and bias).
   • Existence and effectiveness of workplace policies promoting diversity, equity, and inclusion.

4. Table of SDGs, Targets, and Indicators

Source: news8000.com