2026 ASEE Annual Conference & Exposition
Engaging Female Students in Computing: A Literature Review
Presented at CIT Technical Session 4: Capacity Building, and Skill Development.
Despite national efforts to promote diversity in STEM, the underrepresentation of girls in
Computing persists, particularly in urban school districts. The future technology workforce is constrained by gender disparities in K-12 computer science education. This study employed a systematic literature review with thematic synthesis to identify, evaluate, and synthesize empirical research on factors influencing female engagement in K–12 computing education, ensuring methodological rigor, transparency, and an equity-centered analysis.
In this review, we examined the literature in the following areas: 1) factors influencing female engagement in computing; 2) pedagogical interventions to engage K-12 female students in computing; 3) challenges in engaging female students, including workplace and educational barriers; 4) gender equity initiatives such as diversity training, structured mentoring programs, and career advancement paths; and 5) policy interventions and national strategies to enhance female engagement.
Our review found that the disparity in female participation in computing stems from a mix of structural, pedagogical, social, and cultural factors, including early exposure and inequitable access to technology, curriculum content, teaching methods, teacher attitudes, gender bias, parental and peer influence, media portrayals, and role models.
Early access to and exposure to technology shape female engagement in computing. Poverty and environmental challenges worsen gender disparities, especially in underserved minority communities where access to technology is limited or absent, continuing to restrict opportunities for young women to participate by increasing caregiving and economic responsibilities that disproportionately fall on women and by exposing learners to environmentally driven health, housing, and climate disruptions that undermine academic continuity. Teacher attitudes and gender biases also affect girls' involvement. These biases may stem from the learning materials or classroom resources selected, unconsciously influencing how educators discourage students. Cultural norms in some communities reinforce gender stereotypes, discouraging women from participating in computing. However, greater exposure during early school transitions from elementary to middle school nurtures, supports, and boosts a parent's interest in computing careers. These systemic barriers limit engagement.
These findings highlight the importance of developing programs that go beyond providing access to promote meaningful, equitable female engagement. Educators and policymakers must focus on these key areas. We recommend a multidimensional approach to increase female participation in computing: early and equitable access to technology, inclusive curricula, bias-aware teaching, strong family and peer support, visible role models, and strategies to overcome socioeconomic barriers. Educators and policymakers must address these areas and intervene beyond grade-level attrition statistics. These initiatives in computer science education will not only diversify the technology workforce but also strengthen the field by bringing in a broader range of perspectives and talent.
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ONYINYE UKENERU-STEVE University of the District of Columbia [biography]
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Dr. Lily Liang University of the District of Columbia [biography]
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Dr. Briana Lowe Wellman University of the District of Columbia [biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026