Problem

The field of computer science (CS) continues to suffer from a significant underrepresentation of women, particularly ethnic minority women, despite women enrolling in universities at higher rates globally. In the UK, ethnic minority women constitute a mere 4% of the STEM workforce and less than 1% of IT specialists are Black women. This disparity is attributed to complex barriers including pervasive stereotypes, limited early exposure to computing, and a masculine culture within the field. Many women perceive CS as unwelcoming, experience lower self-efficacy, and lack visible role models, with intersectional challenges further compounding these issues for racial and ethnic minority women. Traditional pedagogical approaches often fail to address these systemic problems, highlighting an urgent need for innovative, interdisciplinary educational initiatives that can make CS more relatable and appealing to these underrepresented groups and challenge existing preconceptions.

Method

The researchers developed Microtopia, an interdisciplinary program designed to engage ethnic minority female pupils aged 12-15 in computer science. The program integrated coding with design thinking, incorporating key technologies such as Artificial Intelligence (AI), the Internet of Things (IoT), and Robotics. Learning activities were structured around the UN Sustainable Development Goals (UN SDGs) and the Chinese Five Elements philosophy to facilitate problem-based learning. Pupils were organized into "nations" (Metal, Wood, Water, Fire, Earth) and participated in sector-based projects covering industries like healthcare, transportation, fashion, tourism, food, and architecture. The workshop incorporated game-based elements such as collaboration, role-playing, competition, and ranking to enhance engagement. Data was collected from 90 pupils across three secondary schools in a multicultural UK metropolitan area using pre- and post-workshop questionnaires, which assessed socioeconomic factors, ethnocultural factors, perceptions of CS, collaborative learning, interdisciplinary project impact, and meaningful connections to real-world problems. Statistical analyses, including Kruskal–Wallis H tests, Mann–Whitney U tests, Wilcoxon Signed Rank Tests, Kendall’s Tau correlations, and Ordinal Regression Analysis, were employed to investigate changes in perceptions and the influence of various factors.

Results

The study revealed several significant findings regarding ethnic minority female pupils' perceptions of computer science (CS) and the impact of the Microtopia program. Regarding socioeconomic factors (RQ1), pupils from higher socioeconomic status (SES) backgrounds reported greater confidence in CS, while those from lower SES backgrounds were more likely to perceive CS as a male-dominated field. Ethnocultural factors (RQ2) also influenced perceptions, with some differences observed across ethnic groups regarding teamwork, collaboration, and stereotypes about CS. For instance, Asian pupils showed a stronger inclination towards collaborative work. Generational status played a role, with longer family settlement in the UK positively associated with more positive CS perceptions. Crucially, participation in Microtopia (RQ3) led to significant positive shifts in pupils' confidence, enjoyment, interest, and perceived ability in CS. They also reported increased comfort in sharing ideas and collaborating, and a greater recognition of CS as an interdisciplinary field relevant to global challenges. However, the short-term intervention did not result in significant changes in intentions to pursue CS at university or as a career. Finally, for meaningful connections (RQ4), there was a strong positive correlation between pupils caring about the problems embedded in the tasks and their motivation to solve them, their belief in computers' role in addressing global challenges, and increased happiness and motivation when CS projects aimed to improve the world.

Implications

The Microtopia program demonstrates the substantial potential of interdisciplinary, real-world problem-solving approaches in cultivating interest and engagement in computer science among ethnic minority female pupils. By linking computing with global challenges and the UN Sustainable Development Goals, the program effectively increased motivation and shifted perceptions positively regarding confidence, enjoyment, and the interdisciplinary nature of CS. The findings underscore the critical need for targeted educational interventions that address the disparities in confidence and perception of CS influenced by socioeconomic and ethnocultural factors. While a single, short-term intervention showed promising changes in attitudes, it was not sufficient to significantly alter long-term career intentions, suggesting that sustained, longer-term engagement is required for deeper impact. The study advocates for integrating purpose-driven, interdisciplinary computing projects and role-playing activities into curricula to expose prospective students to CS in a more effective and appealing manner. Future research should explore the long-term effects of such initiatives, incorporate qualitative methods for deeper insights, and include performance-based assessments to evaluate skill development beyond perceptual changes.