Understanding the role models that inspire women to study Computing Science
By Matthew Barr, Lewis Binnie, Elizabeth Jacobs, Kristina Pavlou, and Kathleen West, Education & Practice Section, School of Computing Science, University of Glasgow
Our recently published study [1] sheds light on what makes an effective role model for women pursuing Computing Science degrees. As the tech industry continues to grapple with gender imbalance, understanding how to inspire and support the next generation of female computer scientists is crucial.
The study comprised a survey of 135 female Computing Science students, followed by in-depth interviews with 14 participants. Most survey respondents (around 59%) were enrolled in an undergraduate program.
The results reveal that while competence and success are important, the personal qualities of role models play an equally significant role in their effectiveness.
In the remainder of the article, we summarise the key findings.
Personal connection matters
Many interviewees emphasised the importance of having role models with whom they could interact directly. Whether it was a teacher, a colleague, or a family member, the ability to ask questions and receive personalised guidance was highly valued.
Competence is key… but it’s not everything
While students admired role models who were skilled in their field, they also stressed that being approachable and willing to help were just as important. As one student noted, “It wasn’t important, but you do, in retrospect, acknowledge that they were successful… it wasn’t why they were your role model, it was just because they were your teacher.”
Shared experiences – and not always gender – create stronger bonds
Many interviewees found it easier to relate to role models who shared similar backgrounds or experiences. This didn’t always mean gender – some found common ground in being from the same area or having similar learning experiences.
Making success feel attainable
Effective role models showed students that success was within reach. By sharing their own journeys and challenges, they made the path to a career in Computing Science feel more achievable.
Encouragement and support are crucial
The most impactful role models provided ongoing encouragement and support. They didn’t just showcase their own success but actively helped students believe in their own potential.
The evolving need for role models
Interestingly, we found that students’ needs from role models changed over time. Early on, they sought general inspiration. As they progressed, they looked for more specific guidance related to their career goals.
What this means for the future
This research highlights the need for a diverse range of role models in Computing Science. While high-achieving figures in the field can be inspiring, there’s also immense value in having relatable mentors who can provide hands-on guidance and support.
For universities and tech companies looking to inspire more women to enter and stay in Computing Science, this study suggests that creating mentorship programs and opportunities for personal interaction with role models could be effective.
Moreover, it’s clear that being a good role model (like Virginia!) isn’t just about technical prowess. Personal qualities like approachability, willingness to help, and the ability to make complex concepts feel attainable are just as important in inspiring the next generation of computer scientists. So, too, are shared values and ideals.
As we continue to work towards gender balance in tech, understanding what truly makes a role model effective is important. By fostering connections between aspiring computer scientists and relatable, supportive mentors, we can help more women see themselves succeeding in this exciting and important field.
[1] Matthew Barr, Lewis Binnie, Elizabeth Jacobs, Kristina Pavlou, and Kathleen West. 2024. Understanding the role models that inspire women to study Computing Science. In The United Kingdom and Ireland Computing Education Research (UKICER 2024), September 05–06, 2024, Manchester, United Kingdom. ACM, New York, NY, USA 7 Pages. https://doi.org/10.1145/3689535.3689557 (WWW)