By Dennis Pierce
When Sheena Vaidyanathan teaches computer science to middle school students, she brings the sensibility of an art teacher into the classroom. Her lessons introduce basic coding concepts through creative projects—animations and algorithmic art that would be difficult or impossible to draw by hand, but are straightforward with a few lines of code.
Vaidyanathan’s approach makes programming accessible and appealing. Once students grasp fundamentals, she encourages them to design projects that express their own interests and concerns. That creative freedom not only builds technical skills but also motivates sustained engagement.
The focus on creativity is especially important for increasing girls’ participation in computer science, a field that remains male-dominated. According to the National Center for Women and Information Technology, women are underrepresented at every stage: they make up a majority of Advanced Placement test takers overall but only a small share of AP Computer Science test takers, and they earn a disproportionally low percentage of undergraduate computer science degrees.
Corinne Roller, director of advocacy and public policy at Girls Who Code, notes that female representation in computing jobs has declined over recent decades. “If you look back to early development teams, women were much more visible,” she says. “Today women hold a fraction of coding and computing roles.”
Roller emphasizes that this gap matters for both economic equity and innovation. Computing jobs grow faster than average, and they typically offer salaries well above the national norm. More importantly, excluding women narrows the perspectives and priorities that shape technology—limiting the problems that get solved and the users whose needs are considered.
Frame computer science as creative problem solving
Part of the challenge is the traditional way computer science is taught. Hadi Partovi, founder of Code.org, says early instruction often centers on math problems and abstract exercises that can feel dry. “Teaching CS as a creative discipline—one that empowers students to solve real-world problems—makes it far more compelling,” he explains.
Programs that let students build projects aimed at improving their community tend to be particularly effective. Girls Who Code, for example, supports after-school clubs where students follow a structured curriculum and develop a final project addressing a local issue. These projects demonstrate that computer science is not just about typing or syntax; it’s a toolkit for making tangible change.
“When students see coding as a way to help their neighbors, their school, or the broader world, they connect with the work on a deeper level,” Roller says. “That sense of purpose draws girls into computing and helps them persist.”
Counter stereotypes with diverse role models
Another major barrier is perception. Popular culture and media often portray coders as a narrow stereotype—young men in hoodies or reclusive geniuses. Roller points out that “you can’t be what you can’t see,” and a shortage of visible female role models discourages girls from imagining themselves in technical careers.
To address this, Girls Who Code and other organizations produce lesson plans and materials that highlight diverse women in technology. These resources teach computational thinking through the stories and achievements of female engineers, scientists, and entrepreneurs, helping students envision a broader range of role models.
Educators and school leaders should also audit the language and imagery they use to promote computer science. Guidance counselors must avoid implicit biases when recommending courses, and teachers should receive training to build inclusive classroom environments where all students feel safe to experiment and iterate—a core part of learning to code.
Start early: middle school matters
Research shows that exposure to computer science in middle school dramatically increases the likelihood that girls will continue with CS in high school and beyond. Roller warns that if girls miss these early opportunities, stereotypes and disinterest can solidify before high school, making it much less likely they will pursue computing later.
New Hampshire offers an encouraging example. The Cyber Robotics Coding Competition (CRCC), run on the CoderZ platform created by Intelitek, engages students as young as fifth grade with virtual robotics challenges. What began as a statewide effort has grown to tens of thousands of participants across multiple states and even internationally. In its early years, the competition attracted a significant share of female competitors—demonstrating that well-designed, age-appropriate challenges can broaden participation.
State and district leaders emphasize early exposure as a strategy to expand opportunity. “Introducing students to coding early helps them discover pathways to future careers and bright futures,” says New Hampshire’s Commissioner of Education, Frank Edelblut.
Engage without intimidation
Many schools introduce coding through after-school robotics programs, but these can be costly and sometimes develop a “boys club” culture when girls are outnumbered. Ido Yerushalmi, CEO of Intelitek, recommends platforms like CoderZ that let learners practice coding and engineering skills individually or in small, supportive teams. Integrating such tools into the regular curriculum—rather than confining them to extracurricular settings—reduces intimidation and reaches students who might never join an after-school club.
By offering welcoming, creative, and community-focused learning experiences, schools can expand girls’ participation in computing. The combination of early exposure, inclusive teaching practices, and visible role models creates an environment where more students can see themselves as future coders, engineers, and technology leaders.
About the Author
Dennis Pierce is a freelance writer with more than 20 years of experience reporting on education. He can be reached at [email protected].
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift to digital curriculum in education.