The Effects of Computer Science Stereotypes and Interest on Middle School Boys’ Career Intentions

Abstract

Like other STEM fields, computer science (CS) lacks representation of minorities, such as Black and Hispanic individuals, both in the number of bachelor’s degrees obtained and the number of individuals in the CS workforce. Out-of-school CS programs are often designed with the intent to inspire young people to pursue careers in CS. Much of this programming focuses on developing student interest in CS and CS careers. Nevertheless, it is not well understood how the stereotypes that children hold about computer scientists contribute to CS interest and career choice. In this study, we set out to examine the complex relationships between CS interest, held stereotypes, and CS career choice. We surveyed participants in an after-school CS program offered to middle school boys who identified with racial and ethnic minority groups (N = 110). We tested three linear regression models and confirmed that CS interest and socially divergent stereotypes—those that diverged from societal norms—of computer scientists play unique and contrary roles in young boys’ career decision-making process even when controlling for home and school factors. These models suggest educational CS programs should include curriculum to dispel participants’ socially divergent stereotypes about computer scientists rather than targeting CS interest alone, particularly if a goal is to inspire diverse young people to pursue careers in CS.