Using Social Cognitive Career Theory to Understand Why Students Choose to Study Computer Science

Abstract

The aim of this research is to use Social Cognitive Career Theory (SCCT) to identify and understand reasons why students choose to study Computer Science (CS) at university. SCCT focuses on students' prior experience, social support, self-efficacy and outcome expectation. The research is partly motivated by the desire to increase female participation rates in CS, particularly in the UK. Policymakers can use the factors that both females and males identify as influencing their choice of studying CS to enhance the experiences of all students prior to coming to university, but female students in particular. The study uses a semi-structured interview with 17 mixed gender subjects currently studying CS at three Scottish universities. The findings are that social support from family, teachers, friends and mentors is a particularly important factor in choosing to study CS, especially for female subjects. The career paths offered by a CS degree is another major factor, not just the potential jobs, but also the general value of a CS education and the potential to make useful contributions to society. School education appeared to have limited influence, though exposure to problem solving, programming, online self-learning and internships are positive influences. The stereotypical view of CS students as 'geeks' is outdated and unhelpful -it is more appropriate to see them as 'analytical' or 'over-achievers'. Subjects make many suggestions for improving the CS education provided at school, especially to make it more attractive to females, including: make it compulsory, teach it earlier, include more programming and problem solving, and increase the visibility of female exemplars and role models.

Computer science club for girls and boys – a survey study on gender differences

“…Other studies have found that second to family, peer influence and encouragement play a major role in girls' and women's CS participation (Denner, 2011;Tillberg & Cohoon, 2005). Data from several studies identified encouragement from non-family members to be almost as important as family support, and contributed significantly more to women's decision to pursue a CS-related degree than to men (Alshahrani et al, 2018;Wang et al, 2015). Since boys are often assumed to be more interested and skilled in CS (Jane.…”

“…Prior studies have noted the importance of parental support in the development of children's interest in CS and in science in general (Alshahrani et al, 2018;Kekelis et al, 2005;Wang et al, 2015). A study by Stanko and Zhirosh (2017, p. 92) showed that students who choose CS as a field of study often have a family that can be characterized by "[the] ability to notice their child's interests and readiness to support a variety of interests, including interest in STEM, and IT in particular", and this is true for both girls and boys.…”

“…There is, however, evidence that personal encouragement from teachers benefits females more than males (Tillberg & Cohoon, 2005). Encouragement from teachers has been found effective in supporting and maintaining girls' interest in CS (Alshahrani et al, 2018;Tillberg & Cohoon, 2005).…”

“…Furthermore, the initial advertisement for the summer camp was directed towards the sponsoring companies of the CS club (mainly technology companies), which in turn means that many of the children who participated in the summer camp had a parent who worked with CS. Previous research studies (see e.g., Alshahrani et al, 2018;Jane. & Fisher, 2002) have shown that the career and interests of parents can play an essential role in a child's development of interest in CS.…”

Faculty Views on the Goals of an Undergraduate CS Education and the Academia-Industry Gap

“…The expected benefits are most heavily centered along extrinsic motivations, including obtaining a better career or fulfilling family expectations. The most important factor influencing students to study CS, in addition to general interest and prior experience in the field, are career prospects [4,10].…”