Abstract
This study explored factors impacting the decision for gifted females to pursue a career in computer science. The study used a phenomenological approach to delve into the experiences of ten gifted alumnae of The Gatton Academy of Mathematics and Science (Gatton), a residential STEM program, aiming to reveal nuanced insights into factors shaping their career development. Participants were selected based on their initial intentions to pursue careers other than CS before attending Gatton but changing to a CS focus afterward. Semi-structured interviews conducted via Zoom and coded using thematic analysis provided rich data on lived experiences and perspectives of participants. Findings shed light on the multifaceted factors influencing gifted women’s career intentions before attending Gatton, the transformative effects of the residential STEM program on their decisions to pursue CS careers, and the evolution of their perceptions of CS over time.
Keywords
Introduction
In the United States, giftedness was first defined in the 1972 Marland Report as: Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: (a) General specific ability, (b) Specific academic aptitude, (c) Creative or productive thinking, (d) Leadership ability, (e) Visual and performing arts, (f) Psychomotor ability. (Marland, 1972, p. 10). Giftedness is characterized by students who perform, or have the capacity to perform, at elevated levels compared to their peers of similar age, background, and experience, often exhibiting exceptional abilities in one or more domains. These individuals come from diverse backgrounds, highlighting the importance of equitable access to suitable learning opportunities (National Association for Gifted Children [NAGC], 2018). Recognizing their unique talents and guiding their social, emotional, and career growth is essential for fostering their success in various domains.
Career development/choice of gifted students
The journey of cognitive growth and career development for gifted and talented students is of paramount significance. Gifted and talented students, constituting the top 5%–10% within their age group, navigate a lifelong process of career development initiated in childhood (Gagné, 2021; Smith & Wood, 2018; Sternberg et al., 2010). This process encompasses self-awareness, career decision-making, employment, and retirement, involving short-term skill acquisition and long-term goal setting (Smith & Wood, 2018). Gifted students may be more aware of career interests at early stages than their agemates, making it essential to consider potential gaps or disparities in these influences (Chan & Yuen, 2023; Napier et al., 2024).
Several studies have significantly contributed to our understanding of the intricate factors influencing the career intentions of gifted students (Cao et al., 2021; Emmett & Minor, 1993; Fiebig, 2003; Fiebig & Beauregard, 2011; Jung & Young, 2019; Mendez & Crawford, 2002; Perrone et al., 2010; Persson, 2009; Seward & Gaesser, 2018; Vock et al., 2013). These studies revealed the interconnectedness of career interest, self-efficacy, and prospects, the impact of family influence, challenges in career decision-making, and the significance of intrinsic motivation. Additionally, the support needed for specific subgroups within the gifted population (e.g., gifted Black males with disabilities) was emphasized (Mayes et al., 2019). The research highlights the crucial role of tailored interventions and family influence in guiding the career paths of gifted students (Kang, 2022; Miller & Cummings, 2009) and underscores the necessity for specialized career education and support programs to address the unique challenges faced by this demographic (Boyd et al., 2001; Seward & Gaesser, 2018).
Gifted students encounter various challenges in their career decision-making processes, including multipotentiality, perfectionism, motivational issues, and external pressures (Figg et al., 2012; Greene, 2003; Matthews & Foster, 2005). Moreover, socioeconomic status, race, gender, and sexual orientation influence their career intentions (Greene, 2006). The nuanced understanding gained from research on the career development of gifted and talented students, as highlighted by Achter and Lubinski (2005) and Greene (2006), sheds light on the complexities underlying their career intentions, which intersect with broader societal issues. Gender imbalances persist in science, technology, engineering, and mathematics (STEM), where men tend to dominate, echoing the prevalence of male dominance in STEM subjects during schooling.
The occupational landscape for women in the workforce revealed a stark pattern of underrepresentation and overrepresentation across various sectors. The representation of women in computer science remains a significant issue despite ongoing efforts to address gender disparities in STEM fields. According to the UNESCO Science Report 2021, women comprise only 40% of computer science graduates, highlighting a persistent gender gap in this critical area of technology and innovation (UNESCO, 2021). Women comprised only 19.7% of the workforce in high-paying occupations like software development, indicating significant gender disparity (U.S. Bureau of Labor Statistics, 2023). Conversely, women are disproportionately represented in sectors such as education and health services, financial activities, other services, and leisure and hospitality, constituting 74.3%, 52.1%, 51.9%, and 50.9% of the workforce, respectively. However, this overrepresentation is contrasted by substantial underrepresentation in traditionally male-dominated industries like manufacturing, agriculture, transportation and utilities, mining, and construction, where women’s participation rates range from only 11.0% to 29.2%. This synthesis underscores women’s persistent challenges in breaking into high-paying, male-dominated fields while being concentrated in lower-paying sectors (Landivar, 2013), highlighting the ongoing need for efforts to address occupational segregation and promote gender diversity across industries.
Interventions to increase women’s participation in STEM fields encompass various strategies targeting environmental and personal factors and have included modifying environmental aspects such as increasing parental engagement, utilizing female role models, and implementing changes in school-level factors like pedagogies and classroom settings. Additionally, interventions focus on personal characteristics such as self-competence beliefs, identity formation, and interest in STEM through adjustments in curriculum, training programs, and teaching strategies (Sáinz et al., 2022). Gifted and talented women encounter various barriers and challenges in pursuing computer science (CS), with external factors such as societal expectations and stereotypes hindering their development. Recognizing these challenges underscores the need for comprehensive strategies to foster an inclusive environment and provide targeted support to empower gifted and talented women to overcome barriers to their participation in CS (Scott et al., 2023). Meanwhile, emphasizing inclusive school environments and vocational guidance, Gómez-Arízaga et al. (2023) advocated for greater female participation in STEM fields, while Veldman-de Jonge and Jen (2022) stressed the necessity of well-designed career programs and mentorship to address lower career self-efficacy in STEM-gifted girls, particularly in CS. Students explore career pathways and create future-oriented goals, with educators providing personalized guidance and curated programming options (NAGC, 2019).
Residential programming for gifted students
The impact of STEM-based programs on girls and women has been the subject of numerous studies, highlighting significant positive outcomes regarding confidence, interest, and pursuing STEM careers. The Eureka! Program by Girls Inc. of Greater Indianapolis has emphasized the importance of such initiatives for underrepresented girls (Martinez-Garcia et al., 2022). The program has substantially increased participants’ confidence in STEM-related activities, improving confidence ratings by 22.7%–54.5% within less than a year. This increase has been attributed to the program’s workshops, local collaborations, and mentorship, creating a supportive and empowering environment for girls to explore STEM fields.
Residential STEM programming for high school students is one type of acceleration available for serving high-ability students (Roberts & Alderdice, 2015). In the United States, these programs range from freestanding schools to programs hosted on university campuses with their faculty and others fully integrated with the university such that students’ instruction takes place in university courses. Lee (2008) noted that residential programs for gifted students offer a range of advantages, including academic enrichment, social development, personal growth, and socioemotional benefits. Linking to career choice and development for gifted and talented students, residential programs play a pivotal role in nurturing their potential. The challenging academic opportunities these programs provide are instrumental in shaping the intellectual prowess of gifted students, aligning them with pathways that lead to fulfilling and impactful careers.
Moreover, residing and studying together in a specialized environment cultivates invaluable social skills such as cooperation, tolerance, self-discipline, and responsibility, facilitating a seamless transition from high school to college (Adams-Byers et al., 2004; Enersen, 1993; Kollof, 2003). These programs also afford access to advanced courses and resources not typically available in mainstream education, fostering an environment where gifted students can engage with intellectual peers and enhance their learning journeys. Beyond academics, the skills acquired in residential programs, including self-discipline and cooperative living, are instrumental for success in college, careers, and life in general (Coleman, 2005; Lee et al., 2015). Economically, investing in high-quality gifted education programs not only maximizes the potential of advanced students but also contributes to the nation’s economic, scientific, and technological advancement in the global arena, evidenced by the positive outcomes observed in student achievement through acceleration, ability grouping, and enrichment initiatives (Wright, 2022).
The present study concentrates on gifted women’s experiences in CS within residential STEM programs, aiming to uncover nuanced insights into factors shaping their career development. By exploring women’s career trajectories in CS within these programs, our study provides targeted insights for educational policies and program development, contributing to efforts to promote gender diversity in STEM. The research questions that guided this study were: RQ1: What were the career intentions of female gifted students before enrolling in The Gatton Academy of Mathematics and Science? RQ2: How did the residential STEM program affect female gifted students’ decisions to pursue a career in computer science? RQ3: How has participants’ concept of computer science changed over time?
Methods
A phenomenological approach was used to understand the “lived experience” of gifted females in CS careers and investigate the impact of a residential STEM program on their interest (Merriam & Tisdell, 2016, p. 26). This approach provided a unique and valuable insight into the participants’ subjective interpretations of the phenomenon under investigation, thereby emphasizing the significance of their experiences in our research.
Participants
The Gatton Academy of Mathematics and Science in Kentucky (Gatton) is a residential STEM program designed for students in the state of Kentucky who are in their last two years of high school. These students move to the campus of Western Kentucky University and enroll in college courses. Students live together in the same building on campus (Roberts, 2013). Students are selected based upon ACT or SAT scores, essays, letters of recommendation, and an interview process. To enroll in Gatton, students must have a minimum of 22 on the math section of the ACT or 540 on the math section of the SAT as well as a score of 18 or higher on a math placement exam administered at the university. In January 2024, ten alumnae of Gatton were invited to participate in an interview. Each participant was selected based upon initially entering Gatton intending to pursue a career other than CS but changing to a CS focus after attending the program. The participants represented various high school graduation years spanning from 2012 to 2019. None of the students qualified for free or reduced lunch in their schools.
Data collection
Semi-structured interviews were designed to elicit detailed narratives about participants’ experiences at Gatton, their initial interests upon enrollment, the factors influencing their shift towards CS careers, and the perceived impacts of Gatton on their career interests. All ten alumnae participated in interviews, which were conducted using Zoom and recorded to the cloud for automatic transcription. Each transcript was reviewed for accuracy.
Data analysis
Example of relationship between research questions, interview questions, themes, and codes.
Trustworthiness
To ensure trustworthiness in this qualitative study, several strategies were employed across the dimensions of credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Credibility was bolstered by practicing reflexivity, with the researchers continuously acknowledging and addressing personal biases and preconceptions throughout the research process. This self-awareness helped mitigate the influence of subjectivity on data interpretation. For transferability, the study used clear and purposeful sampling strategies. It selected ten gifted alumnae of The Gatton Academy of Mathematics and Science who initially intended to pursue careers outside of computer science but shifted to a CS focus after their Gatton experience. This deliberate sampling provided a well-defined context that allows others to judge the applicability of the findings to similar populations or settings. Dependability was ensured through meticulous methodological documentation detailing every step of the research process, from selecting participants and data collection via semi-structured Zoom interviews to the thematic analysis used for coding. Such comprehensive documentation enables replication and verification of the study’s procedures. This collaborative validation process enhanced the study’s overall trustworthiness.
Transferability
The transferability of the findings is limited to gifted female students who participated in The Gatton Academy of Mathematics and Science or similar residential STEM programs. These results may not be generalizable to some gifted female students, particularly those in non-residential or less intensive STEM programs or rural or less resource-rich environments. Additionally, the unique characteristics of The Gatton Academy, such as its specific curriculum, faculty, and peer interactions, may influence the experiences and outcomes of participants in ways that do not apply to other contexts. Therefore, caution should be exercised when applying these findings to different populations or settings.
Researcher reflexivity
The research team included an alumnus of The Gatton Academy, the executive director and director of The Gatton Academy, and a researcher with extensive experience in qualitative research. This diverse team brought a range of perspectives and expertise to the study. The team discussed assumptions regularly to manage potential biases, particularly those related to personal connections with Gatton. This helped ensure that the findings were grounded in the data rather than influenced by preconceived notions.
Results
RQ #1: What were the career intentions of female gifted students before enrolling in The Gatton Academy of Mathematics and Science?
The first research question investigated female gifted students’ career aspirations before enrolling in Gatton. The analysis of interview data from these participants revealed three key themes.
Diverse career intentions
Participants showcased diverse career intentions primarily focused on STEM fields before enrolling in Gatton. These options included engineering, astronomy/astrophysics, medicine/healthcare, and other STEM disciplines. One participant explained “I wanted to go into something like astronomy or astrophysics. I was interested in space” (P1). Another participant noted “I wanted to go into medicine and be a doctor. However, going to Gatton completely changed that for me” (P2). Notably, CS was not initially a prevalent career choice among them. Only one participant intended to pursue CS because of the influence of her parents. “I kind of already had the plan to do CS. I guess if the question is why, … Honestly, it is because my parents said, you have to do CS” (P3). While many of these careers have the opportunity to include CS, the career interests for the participants were in the other fields specifically without consideration of the potential CS elements.
Influential factors in career intentions
Early influences played significant roles, such as exposure in elementary and middle school and the educational environment at high school. “In middle school, I had a lovely counselor who helped, who saw I was bored, helped enroll me in college courses, and got me into a robotics course in eighth grade” (P4). External influences, particularly parental guidance, also shaped participants’ career intentions. “My dad is a software engineer. So I have that level of exposure” (P5). Personal interests, such as game development and a broader shift towards STEM subjects, also contributed to their consideration of career intentions. “...something within computer science that I really like is game development because I love video games” (P3).
Exposure to CS
Participants had varying experiences with CS before attending Gatton. Some attended schools where opportunities were offered but they did not take the coursework, while others had no opportunities before Gatton. One participant commented, “I know they had an AP [Advanced Placement] CS course. But I did not take it, and at the time, I had no interest in it” (P6). Another said, “So at my school, I did have AP CS, which is where I did learn about it” (P3). Extracurricular engagement in CS-related activities and familial influences further contributed to varying levels of exposure. However, for most participants, exposure to CS was limited before attending Gatton, indicating potential gaps in access to CS education. “We did not have anything. The most that might have been would have been FBLA Club, a business club. But I think some people were kind of foraying into tech” (P7). These varying levels of exposure indicate potential gaps in access to CS education, which may have influenced the initial career intentions of the participants.
RQ #2: How did the residential STEM program affect female gifted students’ decisions to pursue a career in computer science?
The second research question explored the impact Gatton had on students’ decisions to pursue a career in computer science. Four themes were uncovered in the responses.
Enhanced educational experiences
Gatton required various CS classes, including an introductory CS course (CS 180) and a Computational Problem Solving (CPS) course. The courses played a crucial role in sparking and maintaining interest in the field among female students. One participant who initially struggled with CS 180 because she had no experience or exposure to programming explained a change when she got to apply what she was learning. “We were learning and using them [programming concepts] to develop a useful program. I got really into that. I loved it, and I was interested in CS” (P1). The immersive and challenging nature of the CS 180 course equipped students with the foundational knowledge and skills necessary for success in CS. “I found it challenging, and a very different way of thinking compared to how I would do other STEM things” (P7). Some participants found the course challenging but engaging and a positive experience. “I liked the intro to CS. I understood it…. I got a good feel for it [CS] from that” (P8). Gatton also exposed female students to many practical experiences, including teaching opportunities and involvement in various programs. “I also think being able to tutor and unofficially TA [Teaching Assistant] for classes at Gatton also helped me. I learned well by doing and teaching, and having that on the table to work with other students solidified my decision” (P7). This emphasizes the value of teaching and mentoring experiences in solidifying CS interests.
Involvement in research opportunities
Some participants had the opportunity to engage in hands-on research projects such as the “Cloud Computing Lab” (P3) allowing them to apply the theoretical concepts learned in the classroom to real-world scenarios. “Gatton pushed for everyone to be doing research. So I think that was another big factor. I kept on doing research. So, I got more of an idea of what a career in CS might look like” (P1). These research experiences not only deepened their understanding of CS but also exposed them to the practical applications of the discipline, instilling a sense of purpose and relevance. “I figured out that I didn’t want to have a research career…. But I still learned a lot of really valuable technical skills… and got very acquainted with the …entry-level skills that you need to do to study CS in undergrad and then be a software engineer eventually” (P7). This highlights the practical benefits of research experiences, even if they do not lead directly to a research career.
Supportive learning environment
Gatton fostered a supportive and collaborative learning environment where female students felt encouraged to pursue their interests in CS. “There was energy, collaboration, and excitement about learning this new skill, and people were generally excited” (P9). Peer support and mentorship were integral to this environment, providing female students with invaluable guidance, encouragement, and role models as they navigate their academic and career paths in CS. I think being around older students that had kind of dove into it [CS] made me a lot more interested in it, just because it was so new to me, and seeing the possibilities of what they could do with it, and what they were doing with their career with it, or applying to college and stuff like that (P7).
Promoting gender-inclusive education
Gatton actively promoted gender-inclusive education and representation. It created an environment where female students felt empowered to explore and excel in CS. There were 3 girls, 1 boy [in the CS class]. So I thought that was good because even then, I knew that going into CS as a woman meant that you would always be in the minority. So I think that was kind of an empowering experience because, it was a female teacher with other women in the class (P5).
Another student commented on seeing women represented in CS as impactful, noting, “There was this amazing CS Professor, who was a woman, incredibly smart, but also excellent teacher, and I think that she was kind of another example of what CS could look like for a woman” (P5). By fostering a culture of inclusivity and diversity, Gatton dismantled barriers and stereotypes traditionally associated with the field. My [project] partner greatly inspired me because we were both just girls….. [The gender gap] is not quite the same as it is once you leave Gatton, but I think we were both one of the few women who were intensely interested in it, and we were friends, and we had a lot in common and got to work together. So, seeing people think so differently from what I was doing, and both of us still being successful kind of made me embrace a more creative side to CS, which not many people would pick up on that early or get the opportunity to think of it that early because it is such a technically rigid kind of practice (P7).
RQ #3: How has participants’ concept of computer science changed over time?
This research question addressed evolving perceptions participants had of CS, tracing the transformation from initial conceptions to more nuanced and comprehensive understandings. Two themes were identified in the responses.
Broadening perspective
Participants identified a significant shift in their perception of CS, changing from just coding to embracing a broader perspective. Initially viewed as a purely technical endeavor, CS now encompasses many aspects, extending far beyond mere programming tasks. “...the way my concept has changed is just seeing the bigger picture rather than just being a few lines of code” (P2). The participants had a notable transformation in their conception of CS from perceiving it as a mere tool for coding to recognizing its practical applications in real-world contexts. “I use it as more of a tool to accomplish a goal anymore.… it is also a great tool for almost any career…” (P5). Beyond theoretical frameworks, there is a newfound emphasis on leveraging CS skills to address tangible challenges and make meaningful contributions to society. This shift underscores a pragmatic orientation towards utilizing CS knowledge for impactful outcomes in diverse domains. “…computer science alone has never been my focus. It has always been, how can we use coding as a tool to impact things in the real world” (P5). Participants articulated a changing perception of CS, characterized by a growing appreciation for its creative potential and problem-solving capabilities. From viewing it as a mysterious and esoteric field, they realized that CS offers achievable solutions to various challenges. This shift in perception reflects a transition from uncertainty to confidence as participants embrace CS as a powerful tool for innovation and progress. “It’s a constantly evolving field for all of the new stuff. The general stuff stays pretty static, but the niche stuff is evolving so quickly that it’s a field where everybody is constantly trying to self improve” (P10). This indicates the dynamic and evolving nature of CS, fostering a mindset of continuous learning and innovation.
Implications on career goals
The evolution of participants’ understanding of CS profoundly impacted their career aspirations. With a broader perspective and practical mindset, they align their career paths with diverse opportunities in CS. “I do natural language understanding for medical conversations. …So I do machine learning and natural language understanding” (P5). This alignment manifests in a shift towards roles emphasizing flexibility, adaptability, and technical expertise, reflecting a desire to leverage their skills for real-world impact and professional growth. “I definitely want to stay on the technical side and continue to develop my technical skills.’’ “I would like to be a software lead or a technical lead’’ (P1). This indicates the participants’ desire to leverage their technical expertise for professional growth and impact.
Discussion
This research sought to explore the impacts of a residential STEM program on increasing interest in CS careers for gifted female students. These effects were considered within three research questions touching on three time periods: before attending Gatton, during Gatton, and after graduation from Gatton.
The findings regarding the initial career aspirations of female gifted students before enrolling in Gatton are consistent with existing literature on career development in gifted individuals. Smith and Wood (2018) emphasized the diverse range of career interests among gifted students, particularly within STEM fields. The expressions of interest in pursuing engineering, medicine/healthcare, and life sciences are supported by previous studies that have identified these fields as common career aspirations among gifted students (Miller & Cummings, 2009). Notably, the limited emphasis on CS as an initial career choice aligns with research suggesting that gifted students may explore a wide range of interests before ultimately deciding on a career path (Gómez-Arízaga et al., 2023). This could be due to a lack of representation of females in computer science. (Maree, 2016; McChesney et al., 2022). Also, many gifted and talented students may be seen as multipotential and not receive as comprehensive career guidance because they are considered suitable candidates for any career field (Jung, 2019; Kher-Durlabhji et al., 1997).
The varied experiences with CS reported by participants reflect the findings of previous research on access to STEM education among gifted students. Disparities in exposure to CS education, as observed in the participants’ accounts, are consistent with broader discussions on equity in STEM education (Ertl et al., 2017). The responses of participants regarding limited exposure to CS before attending Gatton echo concerns raised in the literature about the availability of advanced coursework and extracurricular opportunities in STEM subjects, particularly in underserved communities (Watters, 2010). However, the participants’ diverse experiences with CS also highlight the potential impact of specialized STEM education programs in addressing these disparities by providing immersive learning experiences and hands-on research opportunities (Boyd et al., 2001).
Participants noted the influence of early experiences, parental guidance, and personal interests on career intentions, which aligns with research on the factors shaping career development in gifted students. Previous studies have highlighted the role of environmental factors and intrapersonal catalysts in transforming the natural abilities of gifted individuals into talents (Subotnik et al., 2011). The participants’ accounts of exposure to STEM subjects in elementary and middle school and parental influence are consistent with findings suggesting early exposure and supportive familial environments play significant roles in shaping career aspirations (Jung & Young, 2019). Moreover, the participants’ descriptions of personal interests driving their career intentions underscore the importance of intrinsic motivation in the career decision-making process, as emphasized in career construction theories (Maree, 2019).
Participants indicated access to additional CS courses and research opportunities provided at Gatton had an impact on their decision to pursue CS as a career. These findings are supported by the literature that highlight the importance of enriched learning environments in nurturing gifted students’ talents. Specialized STEM programs like Gatton provide academically talented students with access to advanced coursework and challenging educational opportunities, fostering intellectual growth and academic excellence (Subotnik et al., 2011). Positive experiences the participants had in CS classes highlight the effectiveness of Gatton. Research has suggested that exposure to rigorous and engaging coursework can significantly impact academic achievement and career aspirations, particularly in STEM fields (Gómez-Arízaga et al., 2023). The supportive learning environment fostered at Gatton is critical in shaping participants’ attitudes and behaviors towards CS.
Supportive learning environments, characterized by peer collaboration, mentorship, and positive teacher-student relationships, are also conducive to academic achievement and motivation (Besnoy & McDaniel, 2016). The participants described collaborative learning, peer support, and mentorship, highlighting the importance of social factors in promoting interest and persistence in STEM fields (Yu & Jen, 2021). Gatton’s emphasis on creating a supportive community where students feel empowered to explore their interests contributes to a positive educational experience. The commitment to promoting gender-inclusive education and representation in CS is consistent with research emphasizing the importance of addressing gender disparities in STEM fields. The participants’ experiences of empowerment and support in pursuing CS careers align with recommendations for fostering gender diversity in STEM education (Yu & Jen, 2021). Research suggests that exposure to successful female role models and supportive learning environments can mitigate barriers and stereotypes traditionally associated with CS, encouraging more female students to pursue STEM careers (Fiebig & Beauregard, 2011). Gatton’s emphasis on creating a culture of inclusivity and diversity benefits individual students and contributes to broader efforts to promote equity and access in STEM education.
Hands-on research projects at Gatton underscores the importance of experiential learning in STEM education. Research opportunities allow students a deeper understanding of theoretical concepts and expose them to real-world applications of STEM disciplines (Boyd et al., 2001). The participant descriptions of conducting research align with previous findings on the benefits of undergraduate research experiences in preparing students for careers in STEM fields (Lopatto, 2007). Participants highlighted that being able to apply the CS knowledge to actual problems in various fields helped them see a broader use of CS, increasing their interest. Moreover, engaging in research projects may contribute to developing critical thinking, problem-solving, and scientific inquiry skills essential for success in STEM disciplines (Ertl et al., 2017). Research suggests that involvement in extracurricular activities, teaching opportunities, and practical applications of STEM concepts enhances students’ holistic understanding of STEM disciplines (Miller & Cummings, 2009). The participants’ engagement in activities such as tutoring, web development, and community outreach projects demonstrates the multifaceted nature of CS and its potential impact on diverse industries. By participating in diverse experiences, students develop essential skills such as communication, collaboration, and leadership, which are crucial for success in STEM careers (Maree, 2019).
The participants’ reflections shed light on how their perceptions of CS have evolved and underscore their continued commitment to career advancement. A prevalent theme among them is the aspiration to enhance their technical competencies and assume leadership roles within their respective domains. Many express a keen interest in progressing to positions such as senior software engineer, technical lead, or engineering manager. Their eagerness to mentor and guide others highlights their dedication to personal growth and the advancement of their teams.
Furthermore, several participants expressed an interest in expanding their roles beyond technical execution, with aspirations toward product management or pursuing doctoral studies. This multifaceted approach to career development reflects a desire for continual learning and growth within the technical domain and broader leadership capacities.
Participants emphasized the significance of maintaining a solid technical foundation while advancing their careers. They underscore the value of staying connected to the technical aspects of their work, even as they transition into roles with more excellent managerial or interdisciplinary responsibilities. This emphasis on technical proficiency speaks to their commitment to excellence and their recognition of the foundational role it plays in driving innovation and problem-solving within the field.
In summary, the participants’ career aspirations in CS reflect a multifaceted trajectory marked by a commitment to ongoing learning, technical excellence, leadership development, and a desire to make meaningful contributions to their teams and the broader field of CS. Their collective vision underscores the dynamic and evolving nature of careers in technology, characterized by a blend of technical expertise, leadership acumen, and a relentless pursuit of excellence.
Limitations
This study examined how a residential STEM program can help encourage more women to go into the computer science field. The study was broad in computer science and did not focus on subdomains (e.g., cybersecurity, networking, etc.). Future research may look at women in specific areas of computer science to better understand their paths. Additionally, none of the women in this study came from a low-income background or extremely rural areas. The lived experiences of students from low-income backgrounds and rural areas with fewer opportunities would be important to examine more closely.
Recommendations for practice
Findings from this study suggest positive impacts of specialized STEM programs such as Gatton on influencing female gifted students to consider CS as a career path. The program provides practical experience, research opportunities, and supportive mentors. The program also creates a collaborative and supportive environment that encourages learning and exploration. Collaboration with peers, especially other women, and the guidance of supportive professors and mentors who have succeeded in the field can be empowering. The program’s emphasis on CS and the supportive environment created by removing class ranks and encouraging teamwork also contribute to interest in the subject. Practice recommendations that emerge from this study include:
Integrating basic concepts across subjects
Educators can introduce basic concepts within various subjects and highlight the diverse applications of CS, such as bioinformatics and robotics. This approach can inspire students by demonstrating real-world relevance and versatility of computational skills.
Reduce intimidation and foster exploration
The intimidating nature of CS can be minimized by introducing computational logic without requiring coding initially. Providing opportunities for exploration and creativity can further engage students and encourage them to delve deeper into the subject matter.
Early exposure
Early exposure to CS concepts, even at the elementary school level, can generate interest and familiarity with the field. By integrating age-appropriate activities and resources, educators can lay a strong foundation for future engagement in CS and allow underrepresented populations to see themselves as capable of doing CS early.
Developing emotional resilience and independence
Recognizing the importance of emotional resilience and independent problem-solving skills, educators should incorporate strategies to cultivate these attributes among students. Building confidence and adaptability can empower students to navigate challenges and excel in CS.
Appealing to different preferences
Acknowledging diverse preferences among students, educators should highlight the appeal of CS for those who may find otherlab work tedious or unsuitable. By showcasing how CS allows for hands-on problem-solving using technology, educators can capture the interest of a broader range of students.
Showcasing women role models in CS
Integrate stories and achievements of women role models in CS into the curriculum and classroom discussions. By highlighting the accomplishments of women in CS, educators can provide students with relatable examples of success and resilience in the field. Additionally, guest lectures or virtual sessions featuring female professionals can offer students valuable insights and mentorship opportunities, encouraging them to envision themselves pursuing similar career paths. Creating a supportive network of women role models in CS can empower students, especially girls, to overcome gender stereotypes and confidently pursue their interests.
Footnotes
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
