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Today, we publish findings from research exploring how Computer Science is presented in options booklets and at options evenings — two key points in the GCSE selection process that may contribute to the gender imbalance in the subject.

14 DECEMBER 2022

Today we are sharing the results of the Relevance intervention, which was designed to explore answers to this question, and to specifically investigate whether learning about computing in real-world contexts would increase girls’ intention to study GCSE Computer Science.

29 NOVEMBER 2022

When female pupils participate in non-formal computing initiatives, they may not see how this learning relates to them achieving their long-term goals. This intervention aimed to address this barrier by focusing on strengthening the links between non-formal and formal learning within schools.

01 NOVEMBER 2022

Today we are publishing the evaluation report for the next intervention from a series of interventions designed to address various barriers to girls’ uptake in computing.

14 OCTOBER 2022

We've published the results of a project that explored the use of a teaching approach called peer instruction in secondary schools with Year 8 (pupils aged 12 to 13), with the aim of increasing girls’ engagement in computing lessons and study choices.

24 AUGUST 2022

Today's evaluation report shares the results of the Pair Programming intervention. It explores whether using a teaching approach called pair programming has a positive impact on girls' attitudes towards computing.

07 JULY 2022

Today we have published the first of a series of evaluation reports for the Gender Balance in Computing programme. This first evaluation report concerns the feasibility of our pilot study of a teaching approach based on storytelling in key stage 1.

10 MAY 2022

Katharine Childs shares some of our team’s book recommendations that delve deeper into the history of gender balance in computing and may inspire you to consider actions to shift the balance.

08 MARCH 2022

Hayley Leonard shares how we can demonstrate the importance of computing for helping others and improving society, with the aim of keeping more girls and women engaged in the subject.

03 NOVEMBER 2021

Henna Gorsia explores gender differences in computing anxiety and discusses how interactivity can help ease performance anxiety and how coding challenges can help ease cognitive overload. The blog post also provides useful resources which can be used in the classroom to help ease computing anxiety.

02 SEPTEMBER 2021

Katharine Childs examines some of the misconceptions that pupils face about what it takes to be a great computing student, and separates the myth of brilliance in computing from the reality of real-world computing success.

07 JULY 2021

Dr. Matthew Holt explores the relationship between gender identity and Computing Education in schools, and offers some tips to get teachers thinking about this complex topic.

18 MAY 2021

For our final interview to celebrate International Women’s Day, we spoke to 14-year-old Adonai Chinyama, a young coder who makes YouTube videos about coding, technology, and STEAM (science, technology, engineering, arts, and mathematics).

08 MARCH 2021

Continuing our International Women’s Day celebrations, we spoke to Ruth Amos who has over 15 years of experience as an inventor, business owner, presenter, and professional YouTuber.

08 MARCH 2021

Continuing with our celebration of girls and women who are doing amazing things in computing education, we spoke to 11-year-old Dahlia Poulton-Trask, who started a YouTube channel with her brother Ethan with the purpose of creating short, easy-to-follow tutorials for other learners.

08 MARCH 2021

To celebrate International Women’s Day, we have cast our net further afield than usual (much further!) to speak to Asawari Shiposkar, an inspirational educator based in Mumbai, India. Asawari has over 25 years of experience as a teacher, academic, trainer, author, researcher, and consultant.

08 MARCH 2021

Dr Kathryn Atherton writes about why girls are under-represented in certain STEM (Science, Technology, Engineering, and Mathematics) A level subjects, and how we can address it.

18 FEBRUARY 2021

Hayley Leonard explores the role that emotions play during problem solving in programming.

14 DECEMBER 2020

Katharine Childs shares a simple way that teachers can find out what their learners think about computing, and provides suggested resources to address misconceptions and inspire more girls about computing.

16 SEPTEMBER 2020

Katharine Childs takes a look at some gender differences in tinkering with software and hardware and how this influences beginner coding activities.

05 AUGUST 2020

Katharine Childs and Dan Fisher explore how young people make choices to learn about computing at clubs and in classrooms, and how these choices differ between boys and girls.

01 JULY 2020

In the next article in our series about gender balance in computing, Katharine Childs explores the use of computing for social good to solve real-world problems.

03 JUNE 2020