School of education, university of roehampton, london, uK ABSTRACT Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13-19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity.

The change in the English computing curriculum and the shift towards computer science (CS) has been closely observed by other countries. Female participation remains a concern in most jurisdictions, but female attainment in CS is relatively unstudied. Using the English national pupil database, we analyzed all exam results (n = 5,370,064) for students taking secondary school exams in 2016, focusing on those students taking GCSE CS (n = 60,736), contrasting this against ICT (n = 67,359). Combining gender with ethnicity and the IDACI poverty indicator, we find that females from the poorest areas were more likely to take CS than those from the richest areas and that CS was more popular among ethnic minority females than white females. ICT was far more equitable for females and poorer students than CS. CS females typically got better grades than their male peers. However, when controlling for average attainment in other subjects, males got 0.31 of a grade higher. Female relative underperformance in CS was most acute among large female cohorts and with girls studying in mixed-gender schools. Girls did significantly better than boys in English when controlling for CS scores, supporting theories around female relative strengths lying outside STEM subjects. The move to introduce CS into the English curriculum and the removal of the ICT qualifications look to be having a negative impact on female participation and attainment in computing. Using the theory of self-efficacy, we argue that the shift towards CS might decrease the number of girls choosing further computing qualifications or pursuing computing as a career. Computing curriculum designers and teachers need to carefully consider the inclusive nature of their computing courses.

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