Diversity Gaps in Computer Science:

Exploring the Underrepresentation of Girls, Blacks and Hispanics

2016
2

Diversity Gaps in Computer Science:

Exploring the Underrepresentation of Girls,
Blacks and Hispanics
2016

Table of Contents

Foreword 3

Executive Summary 4

Introduction 6

Computer Science Learning 7

Exposure to Technology 11

Interest and Confidence in Learning

Computer Science 15

Views of Computer Science 18

Perceived Reasons for Underrepresentation of

Certain Groups in Computer Science 23

Conclusion 27

About Google 28

About Gallup 29

Appendix A: Methods 29

Appendix B: Full Results 31

Suggested citation: Google Inc. & Gallup Inc. (2016). Diversity Gaps in Computer
Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics. Retrieved
from http://goo.gl/PG34aH. Additional reports from Google’s Computer Science
Education Research are available at g.co/cseduresearch.
Diversity
3 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Foreword

The Diversity Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks, and Hispanics report
is essential given the announcement of President Obama’s bold new initiative, CS for All, in January of
this year (2016). The report contains the needed focus on women, Blacks, and Hispanics — three groups
that are underrepresented in computer science studies and the computing workforce. The report raises
awareness about the structural and social barriers for the target groups in computer science, based upon a
holistic assessment — surveying students, parents, teachers, principals, and superintendents.
As I read the report, the major findings struck a personal chord with me as a Black woman in the field of
computer science. When I was in high school, we did not have personal computers or cellphones. My initial
interest in computer science was the result of a class that I was fortunate to have access to in high school. I
attended a parochial, all-girls high school, that provided access to the main frame computer that was owned
by the local hospital for billing purposes. Once a week, we were able to run our programs on this computer.
I excelled in my first programming course on Fortran. As a result, my teachers recognized my success and
encouraged me to major in engineering in college. In addition, my parents (my mother was a kindergarten
school teacher and my father was an engineer), also strongly encouraged (close to required) that I major in
an engineering field in college. Without this encouragement and critical exposure, I would not have thought
about engineering or computer science and would have missed out on such an exciting and creative career.
Once in college at Purdue University, I initially majored in chemical engineering. When I took my first
programming course during my freshman year, I felt confident in my abilities because of my positive
experience in high school, whereas many of my peers had no programming experience. Largely because of
support from teachers and family, I went on to complete my bachelors, masters, and PhD in fields related to
computing, and became the head of the Department of Computer Science
and Engineering at Texas A&M University, where I served two terms. It all
started with a programming course in high school and the simple support
from teachers and parents, which this report finds is powerfully impactful for
students.
This report provides excellent recommendations for parents and
educators to increase the engagement of women, Blacks, and Hispanics in
computer science. It further highlights recommendations for organizations Valerie Taylor
Regents Professor, Department of
to provide content for mobile devices that encourages the target groups Computer Science and Engineering
Texas A&M University
to consider computer science. I strongly encourage you to read the report engineering.tamu.edu
to understand the computer science education landscape for girls, Blacks, Executive Director
Center for Minorities and People
and Hispanics. with Disabilities in IT (CMD-IT)
cmd-it.org
Diversity
4 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Executive Summary

Given the ubiquity of the computing field in society, the diversity gap in computer science (CS) education
today means the field might not be generating the technological innovations that align with the needs of
society’s demographics. Women and certain racial and ethnic minorities are underrepresented in learning
CS and obtaining CS degrees, and this cycle perpetuates in CS careers. Many — including tech companies
and educational institutions — have taken steps to make CS more appealing and accessible to these
groups, yet the diversity gap endures.
Google commissioned Gallup to conduct a multiyear, comprehensive research effort with the goal
of better understanding computer science perceptions, access and learning opportunities among
underrepresented groups in the U.S., such as female, Black and Hispanic students. This report presents
the results from Year 2 of this multiyear study among seventh- to 12th-grade students, parents of seventh-
to 12th-grade students, and elementary through high school teachers, principals and superintendents. It
focuses on the structural and social barriers underrepresented groups face at home, in schools and in
society that could influence their likelihood to enter the computer science field.1

Key points
Underrepresented groups face structural barriers in access and exposure to computer science (CS) that
create disparities in opportunities to learn.
»» Black students are less likely than White students to have classes dedicated to CS at the school they
attend (47% vs. 58%, respectively). Most students who have learned CS did so in a class at school,
although Black and Hispanic students are more likely than White students to have learned CS outside of
the classroom in after-school clubs.

»» Black (58%) and Hispanic (50%) students are less likely than White students (68%) to use a computer
at home at least most days of the week. This could influence their confidence in learning CS because, as
this study finds, students who use computers less at home are less confident in their ability to learn CS.

»» Teachers are more likely than parents to say a lack of exposure is a major reason why women and
racial and ethnic minorities are underrepresented in CS fields. This suggests that educators observe
interest among all student types and that broadening exposure and access might help drive greater
minority involvement in CS.
Underrepresented groups also face social barriers to learning CS, such as the continuing perception that CS
is only for certain groups, namely White or Asian males.
»» Female students are less likely than male students to be aware of CS learning opportunities on
the Internet and in their community, to say they have ever learned CS, and to say they are very
interested in learning CS. Despite presumably equal access to CS learning opportunities in schools,
female students are not only less aware but also less likely than male students who have learned CS
1  Only White, Black and Hispanic student and parent data are analyzed in this report because of insufficient n sizes for other racial and ethnic groups.
Diversity
5 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

to say they learned it online (31% vs. 44%) or on their own outside of a class or program (41% vs. 54%).
Female students are also less interested (16% vs. 34%) and less confident they could learn CS (48% vs.
65%). The lesser awareness, exposure, interest, and confidence could be keeping female students from
considering learning CS.

»» Black students are more confident than White and Hispanic students (68% vs. 56% and 51%,
respectively) — so to the extent that Blacks are underrepresented in CS, lack of confidence would not
appear to be the cause.

»» About one in four students report “often” seeing people “doing CS” in television shows (23%) or
movies (25%), and only about one in six (16%) among them report “often” seeing people like them —
this is true of even smaller proportions of female (11%) and Hispanic (13%) students. If students do not
see people “doing CS” very often, especially people they can relate to, it is possible they will struggle to
imagine themselves ever “doing CS.”2

»» Male students are more likely to be told by a parent or teacher that they would be good at CS (46%
vs. 27% being told by a parent; 39% vs. 26% being told by a teacher). This is despite the fact that all
parents place great value in CS learning, with a large majority of those whose children have not learned
CS (86%) saying they want their child to learn some CS in the future — including 83% of parents of girls
and 91% of parents of boys.

»» Parents are more likely than educators to report that a lack of interest in learning CS is a major
reason why women and racial and ethnic minorities are less likely to work in CS fields, although
less than a majority feel this way. If parents believe that an inherent lack of interest is the reason
underrepresented groups are not as prevalent in CS, they may be less likely to encourage their children
to learn CS. This may be especially true if their children do not show interest in CS and do not fit the
computer scientist stereotype of White or Asian males “wearing glasses.”3

These complex and interrelated structural and social barriers have far-reaching implications for
underrepresented groups in CS. Not only do females, Blacks and Hispanics lack some of the access and
exposure to CS that their counterparts have, but the persistence of long-standing social barriers that foster
narrow views of who does CS can also halt interest and advancement. For example, parents and educators
tell fewer female students that they would be good at CS, which may be due to girls’ less-expressed interest
in and activity with CS, or it could come from parents’ unconscious bias. While further research should
be done to assess these relationships, understanding the individual effects of these barriers is a first step
toward building support and offerings to encourage equitable learning of CS among all students.
A companion report, Trends in the State of Computer Science in U.S. K-12 Schools, focuses on changes
from Year 1 on key measures in opportunities to learn CS (including awareness of and access to CS), as well
as perceptions of CS, demand for CS and challenges and opportunities for CS in K-12 schools.

2, 3 According to page 3 of Images of Computer Science: Perceptions Among Students, Parents and Educators in the U.S., it is much more common for
students and parents to see people “doing CS” in the media who are male, White or Asian, and wearing glasses.
Diversity
6 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Introduction CS careers, the stereotypes of who engages in CS and the

demographic profiles of students who have learned CS.
The computer science (CS) industry, and STEM (Science, This special report on diversity is part of the second
Technology, Engineering and Math) fields more broadly, have year of this multiyear study and focuses on access to and
a well-documented lack of gender and racial diversity, with participation in CS learning opportunities among girls and
relatively few women, Blacks and Hispanics working in the underrepresented racial and ethnic minorities, namely
industry. Despite efforts by tech companies and educational Blacks and Hispanics, in seventh to 12th grade in the U.S.
institutions to attract more underrepresented groups to STEM The companion report from this second year, Trends in the
fields, the gap persists. Fewer underrepresented minority State of Computer Science in U.S. K-12 Schools, covers overall
students earn degrees in CS in college.4 Additionally, women differences from the first year, including changes in CS
are significantly less likely than men to earn a degree in CS, offerings, perceptions, and barriers while this report dives
and this gap has grown since the mid-1980s.5 into the pertinent diversity gaps in CS. Understanding the
Compounding this problem is a lack of access challenges certain underrepresented groups face
comprehensive data on the factors that contribute to the and the avenues these groups take to learn CS when they
underrepresentation of these groups in CS. Comprehensive are available helps reveal important facts about the CS
data on U.S. students’ early exposure to CS, as well as on pipeline. Throughout this report, the term “underrepresented
parents’ and educators’ perceptions of CS, can shed light on groups” is used to describe females, Blacks and Hispanics,
why certain groups choose (or do not choose) to pursue CS as they are underrepresented in the field of CS. Sample sizes
through high school, in college and as a career. for other potentially underrepresented minorities (such as
To understand the motivating factors for women, Native Americans) were too small to report.
Google’s 2014 report Women Who Choose Computer Science This report also examines social barriers that could
— What Really Matters6 identified four leading factors that hinder participation by underrepresented groups in CS,
influence a woman’s decision to pursue a CS degree: including exposure to CS stereotypes in the media, lack
social encouragement to study CS, self-perception (having of encouragement to learn CS from adults, and parents’
an interest in areas applicable to CS, such as problem- and educators’ belief that underrepresented groups are
solving and tinkering), academic exposure to CS and career not as interested in pursuing CS. These data reveal the
perception (including understanding broader professional various ways in which students might receive unconscious
applications for CS). messages that either encourage or discourage their
Expanding on the scope of Women Who Choose participation in CS.
Computer Science — What Really Matters, Google For this phase of the study, Gallup interviewed nationally
commissioned Gallup to conduct a multiyear, representative samples with responses from 1,672 seventh- to
comprehensive research effort to better understand these 12th-grade students, 1,677 parents of seventh- to 12th-grade
factors among students, parents and K-12 educators in students, and 1,008 first- to 12th-grade teachers via telephone in
the U.S. The findings from the first year of this study can December 2015 and January 2016. In addition, Gallup surveyed
be found in two separate reports. Searching for Computer nationally representative samples with responses from 9,805
Science: Access and Barriers in U.S. K-12 Education examines K-12 principals and 2,307 school district superintendents in the
student exposure to computer technology, demand for U.S. online. The data for all five samples were weighted to be
CS in schools, opportunities for students to learn CS and representative of their respective groups, and all comparisons
barriers to offering CS in schools. The second report, Images between Year 1 and Year 2 data reflect weighted, representative
of Computer Science: Perceptions Among Students, Parents data. Gallup researchers tested all differences noted (as higher
and Educators in the U.S., explores the confusion between or lower than other groups) between samples and demographic
CS activities and general computer literacy, perceptions of subgroups for statistical significance and, in many cases, used
models to ensure differences noted are still significant after
4, 5 According to National Center for Education Statistics, in 2013-2014 Blacks controlling for other factors, such as education and income. See
made up 10.7% of Bachelor’s degrees in Computer and information science, while
according to the 2014 U.S. Census, Blacks make up 13.5% of 20- to 24-year-olds. Appendix A for more details on the sampling frames for each
Race/Ethnicity data retrieved from http://nces.ed.gov/programs/digest/d15/tables/
dt15_322.30.asp?current=yes and http://www.census.gov/population/projections/
group and methodology. This report includes a selection of key
files/natproj/detail/d2011_20.pdf findings from the second year of this expansive research project.

6 Reference access at https://goo.gl/rLX6ax

COMPUTER
SCIENCE
LEARNING
Diversity
8 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Black students are less likely than White

To ensure that respondents were thinking
students to have access to a Computer only about computer science — and not
Science class in school. Female students are computers more generally — respondents
less likely to be aware of Computer Science were provided with a definition of computer
learning opportunities online and in their science after answering initial questions
about computer science activities. In
community. While most students who have
addition, respondents were reminded
learned Computer Science did so in a class multiple times throughout the survey
at school, Black and Hispanic students are that “computer science involves using
more likely than White students to have programming/coding to create more
learned Computer Science outside of the advanced artifacts, such as software, apps,
games, websites and electronics, and
classroom in after-school clubs or groups.
that computer science is not equivalent to
Access to CS: Black Students Are Less Likely Than general computer use.”
White Students to Have Access to CS Classes In School

As CS becomes more integrated into a variety of

Awareness of CS: Female Students Are Less Aware
career fields and facets of everyday life, it is of growing
of Computer Science Learning Opportunities On the
importance that all students have the opportunity to learn
CS. Overall, just over half (56%) of seventh- to 12th-grade Internet and In Their Local Community
students in the U.S. say their school offers at least one
dedicated CS class, and about half (51%) report that CS is While there are no gender differences in access to
taught as part of other classes at their school. More than CS in schools, male students are more likely than female
four in 10 students (44%) say there are after-school groups students to be aware of groups or clubs at their schools
or clubs where students can learn CS. where CS can be learned, and are more likely to be aware of
Black students are less likely than White students to opportunities in their community and on the internet where
say their school offers a dedicated CS class (47% vs. 58%). they can learn CS. While there could be many reasons for the
Black students are also less likely than Hispanic students gender awareness gap — including student interest driving
to have a CS class in their school; however, after controlling awareness — one possibility is that these opportunities are
for income and parents’ education, the difference is no geared toward activities more likely to attract boys, such as
longer significant.7 gaming, and that the material itself might not resonate as
In general, when students have access to CS learning much with some girls. Approaches to increasing the number
in school, they are more likely to say they are very of students — both male and female — who learn CS should
interested in learning it — suggesting that exposure to consider material that signals to male and female students
these opportunities is key to piquing students’ interest in that they belong and can succeed.8
the first place. Students who report there are groups or Awareness of CS opportunities is related somewhat to
clubs at their school where they can learn CS show greater interest in learning it. Students who say they are aware of
interest in learning CS. Educators might want to think about specific websites where they can learn CS are more likely
ways to integrate CS into schools outside of dedicated CS than those who are not aware of them to say they are “very
classes to appeal to more students. interested” in learning CS (30% vs. 16%). About two-thirds

8 See Master, A., Cheryan, S., and Meltzoff, A. N. (2015). Computing whether she
7 All differences discussed are significant at the 0.05 level, and significance holds belongs: Stereotypes undermine girls’ interest and sense of belonging in computer
when controlling for parents’ education and annual household income, unless science [Electronic version]. Journal of Educational Psychology, 108(3), 424-437.
otherwise noted. Retrieved from http://life-slc.org/docs/MasterCheryanMeltzoff_2015_JEP.pdf
Diversity
9 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

of students overall are aware of specific websites, and just Learning CS: Overall, Male Students Are More Likely
over half are aware of opportunities in their community to
Than Female Students to Have Learned CS and Are
learn CS outside of their school.
More Likely to Have Learned It On Their Own, While
Among parents, a majority are aware of specific
websites where their child could learn CS on the internet. Black And Hispanic Students Are More Likely Than
Black parents are more likely than White parents to know White Students to Have Learned Outside of the
of these websites, with nearly two-thirds of Black parents Classroom In After-School Clubs or Groups
reporting they know of specific websites to learn CS,
compared with half of White parents. Awareness of CS
With a majority of students saying their school offers at
learning opportunities in the community outside of school
least one dedicated CS class, it is not surprising that over
is even lower among parents than among students, with
half the students (55%) in grades seven through 12 say
just 43% saying they are aware of outside opportunities.
they have learned some CS. Most of these students (80%)
Awareness of computer science learning opportunities
learned CS in a class at school, with almost half of this
online and in the community is important, especially
group (47%) saying they learned in a dedicated CS class.
among those who lack the opportunity to learn computer
Nearly two-thirds of students who learned CS are self-
science at school. Awareness of community-based CS
learners, with 48% saying they learned on their own outside
learning opportunities among parents is an important step
of class, 39% reporting they learned online, and one-quarter
in supporting and encouraging CS learning among children
or less saying they learned in a group or club at school
(see Appendix B, Figure B4).
(26%) or in a formal group outside of school (22%).

Figure 1.
HAVE YOU EVER LEARNED COMPUTER SCIENCE IN ANY OF THE FOLLOWING WAYS? (% YES)
Asked only of those who learned computer science (White n=584, Black n=140, Hispanic n=173)

%STUDENTS

WHITE BLACK HISPANIC

81% 82% 80%

50%
46% 45%
41%
38% 38% 37% 38%
34%

21%
18% 17%

Learned in class Learned on own Learned online Learned in group Learned in formal
at school or club group outside of
school
Diversity
10 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

CS groups and clubs at school outside of official Male students (59%) are more likely than female
classes could also engage more Black and Hispanic students (50%) to say they have ever learned CS, and they
students. Both Black and Hispanic students (34% and 41%, are more likely to pursue opportunities to learn CS outside
respectively) are more likely than White students (18%) of the classroom. This difference is striking because male
to say they learned CS in a group or club at school. Black and female students have the same level of access to CS
students (38%) are also more likely than White (17%) or learning opportunities in their schools and communities.
Hispanic (21%) students to say they learned CS in a formal While male and female students who have learned CS
group outside of school. Since Black students are less are equally likely to say they learned CS in class, in a club
likely than White students to have classes at their school at school or in a formal group outside of school, male
where only CS is taught, many Black students might seek students are more likely than female students to say they
alternative opportunities for learning CS outside of class. learned CS online (44% vs. 31%) or on their own outside of
However, the vast majority of CS learning still takes place class (54% vs. 41%). In fact, over half of the male students
in a class at school across all racial groups, demonstrating who say they have ever learned CS say they learned some
that when schools offer CS classes, it is increasingly on their own. This aligns with the finding that males are
important to ensure that all racial and ethnic groups equally more aware of outside opportunities to learn CS.
participate and benefit.

Figure 2.
HAVE YOU EVER LEARNED COMPUTER SCIENCE IN ANY
OF THE FOLLOWING WAYS? (% YES)
Asked only of those who learned computer science
(Male n=548, Female n=403)

%STUDENTS

MALE FEMALE

Learned in class 80%

at school
81%

54%
Learned on own
41%

44%
Learned online
31%

29%
Learned in group
or club
22%

Learned in formal group

22%
outside of school
20%
EXPOSURE TO
TECHNOLOGY
Diversity
12 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Black and Hispanic students are less likely computers at home at least most days of the week. Just one
in 20 students (5%) say they never use a computer at home.
than White students to use a computer at At-school computer use is similar to at-home use,
home every day, and Hispanic students are with almost four in 10 seventh- to 12th-grade students
less likely than White students to say they (38%) saying they use a computer at school every school
use a computer at school every school day. day — although Hispanic students are less likely than
White students to say this (31% vs. 42%, respectively). An
More than six in 10 students know an adult
additional one-quarter of students say they use a computer
who works with computers and technology, most days at school. Hispanic students are more likely than
although fewer Hispanic students know White or Black students to say they use a computer only
such an adult. some days or never (45% vs. 33% and 34%, respectively).
Home and school computer use do not differ
Home Computer Access Is Higher Among White significantly by gender, although a greater proportion of
female students (42%) than male students (36%) report
Students, With Large Majorities of All Students
using a computer at home every day.
Reporting Daily Cellphone Usage Cellphone and tablet usage is very high among all
students, with three-quarters (75%) saying they use a
Disparities in exposure to technology in the home and
cellphone or tablet every day. Among students who use a
school may also influence the likelihood that students in
cellphone or tablet every day, 83% use it for at least two hours,
underrepresented groups will learn and do computer science
including 35% who use it for more than five hours on a typical
in the future. Overall, almost four in 10 students (39%) use a
day. Black students are more likely than Hispanic students to
computer at home every day, and among those who do, more
use a cellphone or tablet every day (81% vs. 72%), and over half
than three-quarters (77%) use a computer at home for two
of Black students who report daily cellphone or tablet usage
hours or more daily. White students are more likely than Black
(52%) say they use their cellphone or tablet for more than five
and Hispanic students to use a computer at least most days
hours on a typical day. The duration of cellphone and tablet
of the week at home. In fact, two-thirds of White students
usage is just as high among Hispanic students who use their
(68%) use a computer at home at least most days a week,
devices every day, with 47% saying they use their device more
while just half of Hispanic students (50%) use a computer
than five hours on a typical day; just 27% of White students
that often. Almost six in 10 Black students (58%) use
who use a cellphone or tablet daily say the same.
Figure 3. Figure 4.
IN A TYPICAL WEEK, HOW OFTEN DO YOU USE A IN A TYPICAL WEEK, HOW OFTEN DO YOU USE A
COMPUTER AT HOME? CELLPHONE OR TABLET?
2% 4% 3%
5% 5% 5% EVERY DAY
6% 10% EVERY DAY 5% 5% 4% 4%
11% 5%
14% 5% 6%
17% MOST DAYS 9% MOST DAYS
11% 10% 15%
19% 22% SOME DAYS
SOME DAYS
19%
19% NOT VERY OFTEN
NOT VERY OFTEN
18%
23% NEVER
NEVER 81%
24% 75%
74% 72%
28%
24%

39% 45%
30% 26%

Total White Black Hispanic Total Black Hispanic

Students Students White

Total n=1672, White n=1033, Black n=228, Hispanic n=310 Total n=1672, White n=1033, Black n=228, Hispanic n=310
Diversity
13 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

While there are no differences between male students not exist for female students, among whom about one in
and female students when it comes to computer usage, seven (between 13% and 17%) say they are “very interested” in
female students are more likely than male students to use learning CS regardless of how frequently they use a computer
a cellphone or tablet every day. In fact, 84% of seventh- at home. This may be attributable to male and female
to 12th-grade female students in the U.S. say they use a students using computers at home for different purposes.
cellphone or tablet every day, compared with only 68% of For example, male students might be more likely to use
male students. Daily users among both genders are active, computers to play video games, where they are exposed to
with about one-third saying they use their device more CS ideas via creation; on the other hand, female students may
than five hours in a typical day. With large majorities of use computers more for social media, which could be more
students from underrepresented groups using a cellphone passive consumption. Introducing CS elements into a broader
or tablet every day and using them for several hours each range of online activities might be key to attracting more
day, opportunities to learn CS through mobile technology students to the field — particularly female students, who may
or that explicitly connect CS to the devices they use (for be less likely to engage in activities such as computer gaming.
example, programs that show students how to make their In addition, students’ exposure to adults who work with
own mobile app) could help build interest in CS among computers and technology can influence their attitudes
these students. toward CS. Male and female students are equally likely to say
Frequent computer usage is also related to interest in there is an adult in their life who works with computers or
CS. Male students who use a computer every day at home technology (63% for each). However, Hispanic students (49%)
are more likely to say they are “very interested” in learning CS are less likely than White (68%) or Black students (65%) to say
(40%), compared with male students who use a computer an adult in their life works with computers or technology.
at home just some days a week (25%). This difference does

Figure 5.

STUDENTS “VERY INTERESTED” IN LEARNING COMPUTER

SCIENCE, BY NUMBER OF DAYS THEY USE A COMPUTER
AT HOME

MALE FEMALE

40%
Every day
17%

37%
Most days
17%

25%
Some days
16%

23%
Not very often
13%
INTEREST AND
CONFIDENCE
IN LEARNING
COMPUTER SCIENCE
Diversity
15 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure 6.
Male students are more interested and HOW INTERESTED ARE YOU IN LEARNING COMPUTER
SCIENCE IN THE FUTURE?
more confident in learning computer
%STUDENTS
science. Black students are more
confident than White and Hispanic 13% VERY INTERESTED
24%
students in their ability to learn Computer SOMEWHAT INTERESTED

Science. Female students and Hispanic NOT AT ALL INTERESTED

students rate themselves lower in skills 54%

related to Computer Science. Black and 60%

Hispanic parents are more likely than
White parents to believe their child will
learn Computer Science in the future. 34%

Male Students Are More Confident Than Females, 16%

and Black Students Are More Confident Than White Male Female
students students
and Hispanic Students, That They Could Learn CS If
Male students n=901, Female students n=771
They Wanted To

Figure 7.
Among seventh- to 12th-grade students in the U.S., one-
HOW CONFIDENT ARE YOU THAT YOU COULD LEARN
quarter are “very interested” and slightly fewer than six in COMPUTER SCIENCE IF YOU WANTED TO?
10 are “somewhat interested” in learning CS in the future.
%STUDENTS
However, there is a sizable difference between male
and female students’ responses to this question, with twice 6% 8% VERY CONFIDENT

as many male students (34%) as female students (16%) SOMEWHAT CONFIDENT

saying they are “very interested” in learning CS in the future, 29%
NOT VERY CONFIDENT
and nearly twice as many female students (24%) as male 45%
students (13%) saying they are “not at all interested.” While
many factors may influence interest in CS, this current gap
in interest among students could foreshadow a lack of
women entering CS fields later in life.
Along with student interest, confidence in their ability 65%
48%
to learn CS may influence who pursues it. While 57% of
students overall are “very confident” they could learn CS,
this decreases to 48% among female students, compared
with nearly two-thirds of male students (65%). Female Male Female
students students
students are also less likely than male students to think
they will have a job someday for which they will need to Male students n=901, Female students n=771
know CS; 22% of female students say they are “very likely”
to have such a job, compared with 35% of male students
(see Appendix B, Figure B15).
 Diversity
16 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Unsurprisingly, interest in learning CS is moderately Black and Hispanic Students Show Higher Interest
correlated with confidence that one could learn it.9
In Learning CS, and Black and Hispanic Parents Are
Students who are very confident they could learn CS are
More Likely to Believe Their Child Will and Would
three times more likely to be “very interested” in learning
(37%) than are students who are somewhat confident they Like to Learn Computer Science
could learn (12%). This relationship is even greater among
Similar to findings from Year 1, students who say they
male students, with more than four in 10 (42%) who are
are very skilled in math and science are more interested
“very confident” saying they are also “very interested” in
in learning CS and are more confident they could learn it.
learning. Just over one-fourth (27%) of female students
However, female students are less likely than male students
who are “very confident” say the same.
to say they are “very skilled” in math or science, with nearly
Figure 8. half of male students (48%) saying this for each, compared
with fewer than four in 10 female students (37% for math
STUDENTS WHO ARE “VERY INTERESTED” IN LEARNING and 33% for science).
COMPUTER SCIENCE, BY CONFIDENCE IN LEARNING
In addition, while parents give similar assessments of
COMPUTER SCIENCE
their child’s ability in math and science regardless of the
child’s gender, parents assessing a female child are more
VERY CONFIDENT SOMEWHAT CONFIDENT
likely than parents assessing a male child to say their
child is “very skilled” in English (70% vs. 49%), music (46%
Total 37% vs. 34%) and working with other people (69% vs. 59%). If
Students
12% parents feel their child is “very skilled” in an area, they may
encourage their child to take classes that rely on those
skills, suggesting parents could end up unconsciously
42% pushing their daughters away from CS and toward other
Male
18% classes, such as English and music.
Black and Hispanic students also express more interest
in CS than White students. About a third of Black and
27%
Female Hispanic students say they are “very interested” in learning
7% CS in the future, compared with about one-fifth of White
students. Black students are also more likely than White or
Very confident n=971, Somewhat confident n=608 Hispanic students to say they are very confident they could
learn CS; about two-thirds of Black students (68%) say they
are very confident, compared with 56% of White students
Additionally, among students who have already learned
and 51% of Hispanic students. In addition, Hispanic students
some CS, male students are more likely than female
are more likely than White students to say it is “very likely”
students to say they are “very confident” they could learn
they will have a job someday where they will need to know
CS (72% vs. 59%). This could indicate that the first step
CS (38% vs. 26%, respectively).
toward getting more girls interested in CS is to boost
While just over half of the seventh- to 12th-grade
their confidence that they could learn it and to help them
students in the U.S. say they have learned some CS, close to
stay confident in their CS skills once they have learned
nine in 10 parents of seventh- to 12th-graders who have not
some. Of course, many factors outside of confidence
learned CS want their child to learn it in the future, including
may be contributing to girls’ interest or lack of interest in
92% of Black and Hispanic parents. Furthermore, among
CS, including seeing people like themselves “doing CS” or
parents whose child has already learned some CS, there is
computer usage.
near-universal agreement (95%) that they want their child to
learn more CS, showing that parents whose children have
had some introduction to CS see the value in learning more
9 There was a positive correlation between the two variables, r = 0.397, n = 1671, p advanced aspects of it.
< 0.001
Diversity
17 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure 9.
INTEREST, CONFIDENCE AND LIKELIHOOD TO WORK IN COMPUTER SCIENCE BY RACE

TOTAL STUDENTS WHITE BLACK HISPANIC

68%

57% 56%
51%

38%
35%
31% 30%
29%
25% 26%
21%

How interested are you in How confident are you that How likely are you to have a job
learning computer science you could learn computer someday where you would need
in the future? science if you wanted to? to know some computer science?
(% very interested) (% very confident) (% very likely)

Total n=1672, White n=1033, Black n=228, Hispanic n=310

Figure 10.
Among parents of a child who has never learned CS, PARENTS’ PERCEPTIONS OF CHILD FUTURE CS LEARNING
White parents are less likely than either Black or Hispanic
parents to say their child is “very likely” to learn CS in the WHITE BLACK HISPANIC

future. In fact, over twice as many Hispanic parents (53%)

as White parents (24%) report their child is very likely to 77%

learn some CS, while 35% of Black parents say the same. 70%
Additionally, 77% of Black parents and 70% of Hispanic
parents of a child who has never learned CS claim that their 57%
53%
child wants to learn CS in the future, compared with just
57% of White parents.
However, Blacks and Hispanics continue to be
35%
underrepresented in CS fields.10 This indicates the factors
that contribute to the underrepresentation of racial and 24%
ethnic minorities in CS fields go beyond student interest
and confidence in learning CS.

How likely is it that your child As far as you know, would your
will learn some computer child like to learn computer
science in the future? science in the future?
Asked only of those whose child has NOT learned CS

10  U.S. Census. (2013, September). Disparities in STEM employment by sex, race,
and Hispanic origin. Retrieved from http://www.census.gov/prod/2013pubs/acs-24.pdf
VIEWS OF PEOPLE IN
COMPUTER SCIENCE
Diversity
19 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure 11.
While student reports of “often” seeing
HOW OFTEN DO YOU SEE OR READ ABOUT PEOPLE
people “doing CS” in the media are DOING COMPUTER SCIENCE IN EACH OF THE
relatively low, female students are even FOLLOWING PLACES?
%STUDENTS
less likely than male students to report
seeing people like themselves “doing Often 23%

CS” in the media. Male students are also In TV shows Sometimes 57%
more likely to be encouraged by teachers Never 19%
or parents to learn Computer Science.
Often 25%
Black Students are More Likely than White or In movies Sometimes 60%
Hispanic Students, and Boys Are More Likely Than
Never 14%
Girls, to Recall Often Seeing People Like Themselves
“Doing CS” In the Media, With Students Who Report Often 33%
Online through social media,
Often Seeing People Like Themselves “Doing CS” In articles or videos
Sometimes 49%
the Media Much More Likely to Say They Are “Very Never 15%
Interested” In Learning CS
IF OFTEN OR SOMETIMES SEE PEOPLE “DOING CS” IN TV, MOVIES, OR
ONLINE:
Students may also be influenced by who they see “doing
Thinking about all of the people Often 16%
CS” in the media and who they see “doing CS” as a job. In you see or read about doing
the 2015 Images of Computer Science report, Google-Gallup computer science in TV shows, Sometimes 59%
in movies or online, how often
found that “Students and parents perceive that there are
do you see people like you doing
few portrayals of women, Hispanic or Black computer Never 24%
computer science?
scientists on TV or in movies. These groups are much
more likely to see White or Asian men engaged in computer
science. They also often see computer scientists portrayed
wearing glasses.”11 For this study, students were asked
additional questions about exposure to CS in TV, movies
fifth of male students (21%) say they often see people like
and online. Overall, at least four in five students say they
them “doing CS” in the media, while just one in 10 female
see people “doing CS” “often” or “sometimes” in movies,
students (11%) say this (see Appendix B, Figures B22 and
television shows and online. Fewer than one in five say
B23). Because female students report seeing fewer people
they “never” see people “doing CS” in the media. Of the
in general and fewer people like themselves “doing CS” in
students who do see people “doing CS” in the media, just
the media, they might be less likely to picture themselves
16% say they often see people like themselves “doing CS”
ever “doing CS.”12
in the media, while nearly one in four (24%) never do. Male
Even female students who do report often seeing
students are much more likely than female students to
people like themselves doing computer science in the
see people “doing CS” online and, among students who
media are still half as likely as male students who say the
see people “doing CS” in the media, male students are also
same to report that they are “very interested” in learning CS
more likely than female students to say they often see
(31% vs. 58%, respectively).
people like themselves “doing CS” in the media. About one-
11 According to page 3 of Images of Computer Science: Perceptions Among
Students, Parents and Educators in the U.S., it is much more common for students 12 For more information, see: Gender Differences in Factors Influencing Pursuit of
and parents to see people “doing CS” in the media who are male, White or Asian, and Computer Science and Related Fields at http://static.googleusercontent.com/media/
wearing glasses. See https://goo.gl/F3SSWH research.google.com/en//pubs/archive/43820.pdf
Diversity
20 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure 12.
HOW OFTEN DO YOU SEE OR READ ABOUT PEOPLE DOING COMPUTER SCIENCE IN EACH OF THE FOLLOWING PLACES?
HOW ABOUT __________?
%STUDENTS
Gender Race/Ethnicity
Male Female White Black Hispanic
(n=901) (n=771) (n=1033) (n=228) (n=310)

Often 25% 21% 20% 34% 23%

In TV shows Sometimes 55% 61% 62% 44% 54%

Never 20% 19% 18% 22% 22%

Often 28% 23% 24% 36% 23%

In movies Sometimes 59% 61% 62% 47% 60%

Never 13% 16% 13% 16% 17%

Often 39% 26% 34% 32% 36%

Online through social media, articles or videos Sometimes 43% 55% 47% 51% 50%

Never 17% 18% 19% 17% 14%

IF OFTEN OR SOMETIMES SEE PEOPLE “DOING CS” IN

TV, MOVIES, OR ONLINE:
n=870 n=744 n=998 n=217 n=299

Often 21% 11% 16% 26% 13%

Thinking about all of the people you see or read
about doing computer science in TV shows, in
Sometimes 61% 57% 59% 54% 65%
movies or online, how often do you see people
like you doing computer science?
Never 18% 31% 25% 20% 22%

Black students are more likely than both White and often see people like themselves “doing CS” in the media;
Hispanic students to say they often see people “doing one-quarter (26%) of Black students say this, compared
CS” in TV shows and movies. However, there are no racial with only 16% of White students and 13% of Hispanic
differences among students seeing people “doing CS” students.13
online. Of students who say they see people “doing CS” in
13  It should be noted that data on specific shows, movies or online media were
the media, Black students are also more likely to say they not collected, so differences between racial and ethnic groups may be attributable to
differences in what media are consumed.
Diversity
21 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Students who say they “often” see people like Male Students Are More Likely to Be Told By
themselves “doing CS” are more likely than students
Parents and Teachers That They Would Be Good at
who don’t to say they are “very interested” in learning CS.
Computer Science
Nearly half of students (49%) who often see people like
them “doing CS” in the media say they are very interested Stereotypes may influence implicit beliefs about who
in learning CS, compared with 26% of students who can do computer science and might introduce unconscious
“sometimes” see people like them and just 10% of students bias in educators and parents, who may disproportionately
who “never” see people like them. Having greater exposure and unconsciously encourage students who fit the
to a wide range of people, including underrepresented CS computer scientist stereotype to pursue CS.14 For example,
groups, “doing CS” in the media could encourage interest male students are more likely than female students to have
in CS — particularly if the people “doing CS” are seen to be been told by a teacher (39% vs. 26%) or a parent (46% vs.
27%) that they would be good at CS. Teachers and parents
“like me” for the underrepresented groups. While students
may inadvertently reinforce stereotypes by telling more
who are already interested in CS might watch the types
male students they think they would be good at CS, thus
of media (movies, shows and programs) that involve CS,
furthering the underrepresentation of females in CS.
making relatable CS activities more prevalent in the media
can only serve to increase overall exposure to and interest

Figure 13.

HOW OFTEN DO YOU SEE OR READ ABOUT PEOPLE DOING COMPUTER SCIENCE IN EACH OF THE FOLLOWING PLACES?
HOW ABOUT IN THE MEDIA (ONLINE, TV, MOVIES)?
%STUDENTS

Often Sometimes Never

(n=272) (n=947) (n=393)
Very interested 25% 55% 21%
How interested are you in learning
Somewhat interested 28% 59% 23%
CS in the future?
Not at all interested 39% 43% 26%

Figure 14. While female students’ patterns of lower interest in and

ENCOURAGEMENT TO LEARN COMPUTER SCIENCE confidence to learn CS and lower likelihood to be encouraged
TOTAL MALE FEMALE align with underrepresentation in CS, Black and Hispanic
students’ relationship with CS is less direct. Blacks and
46% Hispanics are underrepresented in CS jobs and courses,15
39% yet Black and Hispanic students are just as likely to report
37%
that someone has told them they would be good at CS as
33%
White students, and Black students are more likely to see
26% 27%
people (both generally and who are like them) “doing CS” in
the media.

14 Burgess, S., & Greaves, E. (2013). Test scores, subjective assessment, and
stereotyping of ethnic minorities. Journal of Labor Economics, 31(3), 535-576.
Has a teacher ever told you Has a parent ever told you And
that you would be good at that you would be good at
computer science? (% Yes) Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies:
computer science? (% Yes)
Knowns and unknowns, resolved and unresolved controversies. Personality and
Social Psychology Review, 9(2), 131-155.
in CS.
15 Blacks and Hispanics are less likely to take AP CS courses. See http://home.
cc.gatech.edu/ice-gt/594
PERCEIVED REASONS FOR
UNDERREPRESENTATION
OF CERTAIN GROUPS IN
COMPUTER SCIENCE
Diversity
23 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Parents, teachers and principals are These reasons are interconnected; by increasing
exposure to CS, students have the opportunity to not only
generally most likely to say the lack of learn CS, but do so through role models who encourage
exposure to Computer Science, lack of students to learn. Working toward improving the external
opportunity to learn Computer Science and reasons could help more students become interested in
and motivated to learn CS. However, understanding the
lack of Computer Science role models are
perceptions parents, teachers and principals have about
major reasons why women and certain racial the underrepresentation of certain groups in CS could
and ethnic groups are underrepresented in provide insights into their own underlying and possibly
Computer Science careers. unconscious attitudes, which may — directly or indirectly —
influence the students in their lives.
A Majority of Parents and Educators Do Not Think
Perceptions of Reasons for Underrepresentation of
a Lack of Interest and Motivation to Learn CS Is a
Women in Computer Science
Major Reason Why There Are Fewer Women and
Certain Racial and Ethnic Minorities In CS Fields When asked about reasons for the underrepresentation
of women in computer science, parents did not greatly favor
Master, Cheryan and Meltzoff (2015) discovered in their one reason over any other. In fact, less than a majority of
experiments with high school students that stereotypes parents identified any of the reasons provided in the survey
can have a powerful effect on who ends up interested in as a “major reason” why women are less likely to work in
pursuing CS.16 However, many stereotypes people hold CS, suggesting that parents view this issue as complex and
are implicit or unconscious, often making them difficult multifaceted. About four in 10 parents identified each of the
to identify. In Year 2 of the Google-Gallup research study, offered reasons as a “major reason” why there are fewer
parents, teachers and principals were asked about several women in CS.
factors that may contribute to the underrepresentation of Despite the fairly homogeneous responses from
females, Blacks and Hispanics in the CS industry. For each parents overall, there are pronounced gender differences
of the reasons given, respondents indicated whether they among parents. Mothers are more likely than fathers to
felt it was a major reason, a minor reason or not a reason name a lack of opportunity to learn CS (43% vs. 31%), a lack
why women and certain racial and ethnic minorities are of exposure to CS (47% vs. 35%) and a lack of role models
less likely to work in CS fields. in CS (48% vs. 40%) as “major reasons” why more women
The reasons offered to study participants for why do not work in CS. Mothers might be projecting their own
some groups do not pursue CS can be divided, for experiences in these areas or they could be reflecting on
purposes of analysis, into internal reasons and external the experiences of other women or girls they know, which
reasons. Internal reasons are personal and perceived as could account for the gender differences noted here.
difficult to change; a lack of interest or motivation to learn
CS is an internal reason. External reasons can change
based on circumstances. The external reasons given to
respondents to assess included a lack of role models in CS,
a lack of opportunity to learn CS, a lack of exposure to CS
and a lack of encouragement from others to learn CS.

16  See Master, A., Cheryan, S., and Meltzoff, A. N. (2015). Computing whether she
belongs: Stereotypes undermine girls’ interest and sense of belonging in computer
science [Electronic version]. Journal of Educational Psychology, 108(3), 424-437.
Retrieved from http://life-slc.org/docs/MasterCheryanMeltzoff_2015_JEP.pdf
Diversity
24 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure 15.
WOMEN ARE LESS LIKELY THAN MEN TO WORK IN THE COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK
EACH OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT A REASON WHY THIS IS. HOW ABOUT ... ? (%
MAJOR REASON)

Total Parents Male Female

(n=1,677) (n=861) (n=816)

Internal Factor Lack of interest or motivation to learn computer science 42% 43% 41%

Lack of role models in computer science 44% 40% 48%

Lack of exposure to computer science 41% 35% 47%

External Factors
Lack of encouragement from others to learn computer science 40% 37% 42%

Lack of opportunity to learn computer science 38% 31% 43%

While parents’ responses as a whole were similar of generally even gender distributions across schools,
across the potential reasons given for why fewer women a greater focus on encouraging girls to use existing CS
pursue CS careers, teachers and principals were more offerings at school could potentially improve interest and
likely to identify certain reasons as “major reasons.” Both participation in CS learning.
principals and teachers were least likely to cite lack of There are important gender differences among
interest or motivation to learn CS as a major reason (just teachers in views about the reasons for the gender gap in
23% and 32%, respectively). Teachers were most likely to the CS field. Similar to parent gender differences, female
say a lack of role models in CS (55%) or lack of exposure teachers are more likely than male teachers to say a lack of
to CS (51%) is a major reason why fewer women work in opportunity to learn CS (42% vs. 34%), a lack of exposure to
CS. Principals were most likely to say lack of exposure CS (54% vs. 43%) and a lack of role models in CS (58% vs.
(45%) is a major reason for fewer women in CS. Parents 48%) are major reasons why more women do not work in
were generally more likely than teachers and principals to CS fields (see Appendix B, Figure B28).
attribute fewer women working in CS to a lack of interest.
While female and male students presumably have equal
exposure to and opportunity to learn CS in schools because

Figure 16.
WOMEN ARE LESS LIKELY THAN MEN TO WORK IN THE COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK
EACH OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT A REASON WHY THIS IS. HOW ABOUT ... ? (%
MAJOR REASON)

Principal
Parent Teacher
(n=9,279 to
(n=1,677) (n=1,008)
9,300)

Internal Factor Lack of interest or motivation to learn computer science 42% 32% 23%

Lack of role models in computer science 44% 55% 34%

Lack of exposure to computer science 41% 51% 45%

External Factors
Lack of encouragement from others to learn computer science 40% 43% 32%

Lack of opportunity to learn computer science 38% 40% 40%

Diversity
25 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Perceptions of Reasons for Underrepresentation Parents, teachers and principals are influential adults
in the lives of students. Their perspectives on why certain
of Certain Racial and Ethnic Minorities in
groups are underrepresented in CS may affect their own
Computer Science
attitudes about who can do CS and, in turn, influence the
Parents, teachers and principals were also asked their attitudes of the students they know. If these adults believe
opinions on why certain racial and ethnic groups, such as that certain students are not interested, then they may be
Blacks and Hispanics, are less likely to work in the CS field. less likely to encourage or even expect those students to
More than half of parents say each of the external reasons learn CS. In general, parents and educators are more likely
(a lack of opportunity to learn CS, a lack of exposure to CS, to say external reasons — such as a lack of exposure to
a lack of encouragement from others to learn CS and a CS, a lack of opportunity to learn CS and a lack of CS role
lack of role models in CS) is a “major reason” why certain models — are major reasons why women and certain racial
racial and ethnic minorities are less likely to work in CS. A and ethnic groups are underrepresented in CS careers.
lack of interest or motivation to learn CS (43%) was the only These reasons can be addressed by continued efforts to
reason that was given by less than half of parents as a increase CS learning opportunities for these groups — both
“major reason.” inside and outside of school. Ensuring female, Black and
There are important racial differences in perceptions of Hispanic students are exposed to relatable CS role models is
why fewer racial minorities work in CS. White parents are also key to encouraging more students from these groups to
generally less likely than Black and Hispanic parents to see not only learn CS, but pursue careers in it. 17
all of the factors as major (see Appendix B, Figure B30.)
The one area White parents are not statistically less likely
than Black parents to see as a major reason is a lack of
internal interest or motivation; however, White parents are
still less likely than Hispanic parents to see this as a major
reason why fewer racial and ethnic minorities work in CS. 17  See Master, A., Cheryan, S., and Meltzoff, A. N. (2015). Computing whether she
belongs: Stereotypes undermine girls’ interest and sense of belonging in computer
science [Electronic version]. Journal of Educational Psychology, 108(3), 424-437.
Retrieved from http://life-slc.org/docs/MasterCheryanMeltzoff_2015_JEP.pdf

Figure 17.
CERTAIN RACIAL AND ETHNIC GROUPS, LIKE AFRICAN-AMERICANS AND LATINOS, ARE LESS LIKELY TO WORK IN THE
COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK EACH OF THE FOLLOWING IS A MAJOR REASON, A
MINOR REASON OR NOT A REASON WHY THIS IS. HOW ABOUT … ? (% MAJOR REASON)

Principal
Parent Teacher
(n=9,279 to
(n=1,677) (n=1,008)
9,300)

Internal Factor Lack of interest or motivation to learn computer science 43% 32% 20%

Lack of role models in computer science 57% 62% 36%

Lack of exposure to computer science 56% 64% 48%

External Factors
Lack of encouragement from others to learn computer science 55% 55% 34%

Lack of opportunity to learn computer science 54% 60% 44%

Diversity
26 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Conclusion One challenge for increasing the number of women

and certain racial and ethnic minorities in CS fields could
Parents highly value a computer science education, with be the influence of parents and educators. While they
near-universal agreement that they would like their child note it as one of the less influential factors, one-third or
to learn CS. In fact, parents whose children have already more of parents and teachers say that a lack of interest
learned some CS are more likely to say they want their or motivation is a major reason why fewer women and
child to continue to learn more (95%) than are those whose racial and ethnic minorities work in CS. If the reason for
children have not learned any CS (86%). It is possible these underrepresentation is seen as internal, some parents
parents gained a greater appreciation for the need for CS and educators might assume it is not necessarily a social
education once they saw what their child was learning in a justice issue and conclude that they are not accountable
CS class, or they valued the interest their child showed in it. for these groups’ chosen interests and pursuits — and so
However, many students, especially female students the problem will persist.
and Black and Hispanic students, do not receive CS It is important that all students have the opportunity to
learning opportunities at the same rate as their peer learn CS skills during their K-12 education, as these skills
groups. There are many interwoven reasons that might become increasingly important in many areas of life. It is
contribute to this, including a lack of awareness of or especially important that efforts by schools, educators
access to CS learning opportunities, less frequent use and outside CS learning opportunities continue to attract
of computers at home and in school, not often seeing female students and racial and ethnic minorities, who
relatable computer scientists in the media, and a lack of have thus far been largely underrepresented in computing
encouragement to learn CS from adults. fields. This report, along with the findings from Year 1 of
Male students are more likely than female students to this study 18, provides vital information about how seventh-
be interested in CS, perhaps because they are more likely to 12th-grade students, their parents and their educators
to receive encouragement from parents and teachers to perceive CS and what barriers keep students from learning
pursue CS and are more likely to see people like themselves and, ultimately, pursuing careers in CS.
“doing CS” in the media. Black and Hispanic students
are more interested in CS than are White students, but
Hispanic students are less likely to have an adult in their
lives who works with computers and technology and
are, therefore, potentially less likely to have direct CS role
models. Both Black and Hispanic students are also less
likely to have a computer at home they use every day,
suggesting their exposure to online learning opportunities
18  Images of Computer Science: Perceptions Among Students, Parents and
may be more limited. Educators in the U.S. and Searching for Computer Science: Access and Barriers in
U.S. K-12 Education https://goo.gl/F3SSWH
Diversity
27 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

About Google

Google’s core mission is to organize the world’s information

and make it universally accessible and useful. Google
creates products to increase access to opportunity, break
down barriers and empower people through technology.
To help reach these goals, Google works to inspire young
people around the world not just to use technology but
to create it. There is a need for more students to pursue
an education in computer science, particularly girls and
minorities, who have historically been underrepresented in
the field. More information on Google’s computer science
education efforts is available at g.co/csedu.

About Gallup

Gallup delivers analytics and advice to help leaders

and organizations solve their most pressing problems.
Combining more than 80 years of experience with its
global reach, Gallup knows more about the attitudes and
behaviors of employees, customers, students and citizens
than any other organization in the world. Gallup works
with leaders and organizations to achieve breakthroughs
in customer engagement, employee engagement,
organizational culture and identity, leadership development,
talent-based assessments, entrepreneurship and well-
being. Gallup’s 2,000 professionals include noted scientists,
renowned subject-matter experts and bestselling authors
who work in a range of industries, including banking,
finance, healthcare, consumer goods, automotive, real
estate, hospitality, education, government and business-to-
business. For more information, visit www.gallup.com or
education.gallup.com.
Diversity
28 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Teacher interviews were conducted Dec. 3, 2015-

Jan. 13, 2016, with a sample of 1,008 first- to 12th-grade
teachers.
Appendix A: Methods Student and parent samples are weighted to correct
for unequal selection probability and nonresponse. Student
data are weighted to match national demographics of age,
gender, race, ethnicity and region. Parent data are weighted
to match national demographics of age, gender, education,
Results for the Diversity Gaps in Computer Science: race, ethnicity and region. Demographic weighting targets
Exploring the Underrepresentation of Girls, Blacks and are based on the most recent Current Population Survey.
Hispanics in Computer Science report are based on surveys Teacher samples are weighted to correct for unequal
conducted with students, parents, teachers, principals and selection probability and nonresponse. The data are
superintendents in the U.S. weighted to match national demographics of age, gender,
Telephone interviews were conducted for students, education, race, ethnicity and region. Demographic
parents and teachers currently living in all 50 states and weighting targets are based on Gallup Daily tracking
the District of Columbia based on samples drawn using the information.
nationally representative Gallup Daily tracking recontact All reported margins of sampling error include the
sample. Each night, Gallup completes 1,000 nationally computed design effects for weighting.
representative interviews of adults age 18 and older living For results based on the total sample of students, the
in all 50 states and the District of Columbia. Daily tracking margin of sampling error is ±3.4 percentage points at the
interviews are conducted with respondents on landlines 95% confidence level. The design effect is ±2.1 percentage
and cellphones, with interviews conducted in Spanish for points.
respondents who are primarily Spanish speaking. At the For results based on the total sample of parents, the
end of each interview, respondents are asked if they would margin of sampling error is ±3.4 percentage points at the
be willing to be recontacted to participate in a future Gallup 95% confidence level. The design effect is ±2.0 percentage
survey. Approximately 80% of respondents agree to be points.
recontacted for a future survey. For results based on the total sample of teachers, the
Eligible Gallup Daily tracking survey respondents margin of sampling error is ±3.9 percentage points at the
who previously agreed to future contact were contacted 95% confidence level. The design effect is ±1.6 percentage
to participate in this study. Individuals who previously points.
answered that they are teachers were assigned to the Web surveys were completed by principals and
teacher sample. For the student survey, a parent was first superintendents contacted using a sample provided
recontacted from the Gallup Daily tracking sample and by established education sample providers. The
permission granted before speaking to the student. sample sources are representative of all principals and
Student and parent interviews were conducted in superintendents currently in the U.S. Interviews were
English and Spanish. Teacher interviews were conducted in conducted in English only.
English only. Please note that results for principals and
Student interviews were conducted Dec. 7, 2015-Jan. superintendents in Year 1 were not weighted when Year
17, 2016, with a sample of 1,672 students in grades seven 1 reports were written. Those data are now weighted for
to 12. comparison with weighted Year 2 data.
Parent interviews were conducted Dec. 7, 2015-Jan. 14, Principal surveys were completed Jan. 5-Jan. 26, 2016,
2016, with a sample of 1,677 parents with at least one child with a sample of 9,805 principals at the elementary, middle
in grades seven to 12. and high school levels.
Diversity
29 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Principal data are weighted to match national In addition to sampling error, question wording and
demographics of school ZIP code, school enrollment size, practical difficulties in conducting surveys can introduce
and census region. error or bias into the findings of public opinion polls. It
Superintendent surveys were conducted Jan. should also be noted that differences between telephone
5-Jan. 26, 2016, with a sample of 2,307 school district respondents and web respondents are not perfectly
superintendents. comparable because of modal differences and the
Superintendent data are weighted to match national representativeness of the samples.
demographics of school urbanicity, school enrollment size, All Hispanic students are categorized as Hispanic
and Census region. in this report. Non-Hispanic Black students and non-
All reported margins of sampling error include the Hispanic White students are categorized as Black and
computed design effects for weighting. White, respectively.
For results based on the total sample of principals, the
margin of sampling error is ±1.0 percentage point at the
95% confidence level.
For results based on the total sample of
superintendents, the margin of sampling error is ±2.7
percentage points at the 95% confidence level.
Diversity
30 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Appendix B: Full Results

Computer Science Learning

Figure B1.
%STUDENTS

Gender Race/Ethnicity
Total Male Female White Black Hispanic
(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)
Yes 56% 57% 55% 58% 47% 59%
Are there classes where ONLY
No 36% 36% 37% 34% 44% 35%
CS is taught in your school?
Don't know 7% 7% 8% 8% 6% 6%

Yes 51% 53% 50% 53% 44% 56%

Is CS taught as part of OTHER
No 43% 42% 44% 41% 50% 38%
classes at your school?
Don't know 6% 5% 6% 6% 5% 6%

Yes 44% 48% 39% 42% 43% 46%

Are there any groups or clubs
that meet at your school No 49% 47% 52% 51% 51% 47%
where students learn CS?
Don't know 7% 5% 8% 7% 6% 7%

Are there opportunities in your Yes 55% 58% 51% 55% 59% 53%
community for students like
No 30% 28% 32% 30% 29% 31%
you to learn computer science
outside of your school? Don’t know 15% 14% 17% 15% 12% 16%

Figure B2.
YOU ARE AWARE OF SPECIFIC WEBSITES WHERE YOU COULD LEARN COMPUTER SCIENCE ON THE INTERNET, BY HOW
INTERESTED ARE YOU IN LEARNING CS IN THE FUTURE
%STUDENTS

Very interested Somewhat interested Not at all interested

(n=425) (n=943) (n=302)

Agree 30% 56% 14%

Disagree 16% 58% 25%

Don’t know 19% 51% 29%

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31 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B3.
YOU ARE AWARE OF SPECIFIC WEBSITES WHERE YOU COULD LEARN COMPUTER SCIENCE ON THE INTERNET
%STUDENTS

Total
(n=1,672)

Agree 66%

Disagree 30%

Figure B4.
%PARENTS

Gender Race/Ethnicity
Total Male Female White Black Hispanic
(n=1,677) (n=861) (n=816) (n=1,145) (n=197) (n=264)

You are aware of specific Agree 54% 55% 53% 50% 65% 57%
websites where your child
Disagree 41% 39% 42% 44% 29% 36%
could learn computer science
on the internet Don’t know 5% 5% 5% 5% 6% 4%
As far as you know, are Yes 43% 45% 42% 45% 43% 35%
there opportunities in your
community for your child No 42% 42% 43% 40% 46% 46%
to learn computer science
outside of his/her school? Don’t know 15% 13% 16% 15% 11% 18%

Figure B5.
HAVE YOU EVER LEARNED ANY CS, SUCH AS USING PROGRAMMING TO CREATE SOFTWARE, APPS, GAMES, WEBSITES OR
ELECTRONICS?
%STUDENTS

Gender Race/Ethnicity
Total Male Female White Black Hispanic
(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)
Yes 55% 59% 50% 53% 62% 54%

No 45% 41% 50% 47% 38% 46%

Diversity
32 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B6.
HAVE YOU EVER LEARNED COMPUTER SCIENCE IN ANY OF THE FOLLOWING WAYS? (ASKED ONLY OF STUDENTS WHO HAVE
LEARNED CS)
%STUDENTS

Gender Race/Ethnicity
Total Male Female White Black Hispanic
(n=951) (n=548) (n=403) (n=584) (n=140) (n=173)
Yes 80% 80% 81% 81% 82% 80%
In a class at school
No 19% 20% 18% 19% 18% 17%

Yes 26% 29% 22% 18% 34% 41%

In a group or club at school
No 74% 71% 78% 82% 66% 59%

In a formal group or program Yes 22% 22% 20% 17% 38% 21%
outside of school, such as a
camp or summer program No 78% 77% 80% 83% 62% 79%

Online through a class, Yes 39% 44% 31% 38% 38% 37%
program, or online community No 61% 56% 69% 62% 62% 63%

Yes 48% 54% 41% 50% 46% 45%

On your own outside of a class
or program
No 52% 46% 59% 50% 53% 55%

Figure B7.
WAS CLASS A CS CLASS OR SOME OTHER KIND OF CLASS?
%STUDENTS

Total
(n=735)
Computer
(Asked only of students 47%
science class
who learned CS in a class at
school) Some other
50%
kind of class

Exposure to Technology
Figure B8.
IN A TYPICAL WEEK, HOW OFTEN DO YOU USE A COMPUTER AT HOME?
%STUDENTS

Gender Race/Ethnicity
Total Male Female White Black Hispanic
(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)
Every day 39% 36% 42% 45% 30% 26%

Most days 24% 25% 23% 23% 28% 24%

Some days 19% 20% 17% 19% 19% 18%

Not very often 14% 13% 15% 11% 17% 22%

Never 5% 5% 4% 2% 6% 10%
Diversity
33 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B9.
IN A TYPICAL DAY, HOW MANY HOURS DO YOU USE A COMPUTER AT HOME?
%STUDENTS

Total
(n=695)

Less than 2
23%
hours
(Asked only of students who use
a computer with Internet at home 2-5 hours 60%
every day)
More than 5
17%
hours

Figure B10.
HOW OFTEN DO YOU USE A COMPUTER AT YOUR SCHOOL?
%STUDENTS

Race/Ethnicity

Total White Black Hispanic

(n=1,672) (n=1,033) (n=228) (n=310)

Every day 38% 42% 34% 31%

Most days 26% 25% 32% 24%

Some days 33% 30% 32% 42%

Not very often 3% 3% 2% 3%

Never 5% 2% 6% 10%

Figure B11.
IN A TYPICAL WEEK, HOW OFTEN DO YOU USE A CELLPHONE OR TABLET?
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Every day 75% 68% 84% 74% 81% 72%

Most days 11% 14% 8% 10% 9% 15%

Some days 5% 6% 3% 6% 4% 5%

Not very often 5% 5% 4% 5% 5% 4%

Never 4% 6% 1% 5% 0% 3%
Diversity
34 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B12.
IN A TYPICAL DAY, HOW MANY HOURS DO YOU USE A CELLPHONE OR TABLET? (ASKED ONLY OF STUDENTS WHO USE A
CELLPHONE OR TABLET EVERY DAY)
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,236) (n=628) (n=635) (n=772) (n=188) (n=231)

Less than 2 hours 16% 19% 14% 21% 4% 14%

2-5 hours 48% 49% 47% 51% 43% 39%

More than 5 hours 35% 32% 38% 27% 52% 47%

Figure B13.
HOW INTERESTED ARE YOU IN LEARNING CS IN THE FUTURE? BY IN A TYPICAL WEEK, HOW OFTEN DO YOU USE A COMPUTER AT
HOME?
%PARENTS

Every day Most days Some days Not very often Never
(n=695) (n=421) (n=273) (n=219) (n=63)

Very interested 40% 37% 25% 23% 33%

Male Somewhat interested 49% 53 % 62% 63% 33%

Not at all interested 12% 10% 13% 14% 33%

Very interested 17% 17% 16% 13% 11%

Female Somewhat interested 62% 63% 55% 57% 46%

Not at all interested 21% 20% 30% 30% 43%

Very interested 29% 28% 21% 18% 25%

Total Somewhat interested 55% 57% 59% 60% 38%

Not at all interested 16% 14% 20% 22% 37%

Figure B14.
IS THERE AN ADULT IN YOUR LIFE WHO WORKS WITH COMPUTERS OR OTHER TYPES OF TECHNOLOGY?
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Yes 63% 63% 63% 68% 65% 49%

No 35% 35% 36% 31% 32% 49%

Maybe 1% 1% 1% 1% 1% 1%
Diversity
35 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Interest and Confidence in Learning Computer Science

Figure B15.
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Very interested 25% 34% 16% 21% 31% 35%

How interested are
you in learning CS in Somewhat interested 56% 54% 60% 59% 57% 49%
the future?
Not at all interested 18% 13% 24% 20% 12% 16%

How confident are Very confident 57% 65% 48% 56% 68% 51%
you that you could
Somewhat confident 36% 29% 45% 38% 28% 39%
learn CS if you
wanted to? Not very confident 7% 6% 8% 6% 5% 9%

How likely are you to Very likely 29% 35% 22% 26% 30% 38%
have a job someday
where you would Somewhat likely 56% 53% 61% 58% 58% 49%
need to know some
computer science? Not at all likely 14% 12% 17% 16% 12% 13%

Figure B16.
HOW INTERESTED ARE YOU IN LEARNING CS IN THE FUTURE? BY HOW CONFIDENT ARE YOU THAT YOU COULD LEARN CS IF YOU
WANTED TO?
%STUDENTS

Very confident Somewhat confident Not very confident

(n=971) (n=608) (n=92)

Very interested 42% 18% 10%

Male Somewhat interested 53% 57% 43%

Not at all interested 5% 25% 47%

Very interested 27% 7% 0%

Female Somewhat interested 62% 59% 48%

Not at all interested 11% 34% 52%

Very interested 37% 12% 5%

Total Somewhat interested 56% 58% 46%

Not at all interested 7% 30% 50%

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36 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B17.
HOW CONFIDENT ARE YOU THAT YOU COULD LEARN CS IF YOU WANTED TO? BY HAVE YOU EVER LEARNED ANY CS, SUCH AS
USING PROGRAMMING TO CREATE SOFTWARE, APPS, GAMES, WEBSITES, OR ELECTRONICS?
%STUDENTS

Yes No
(n=951) (n=716)

Very confident 72% 56%

Male Somewhat confident 27% 33%

Not very confident 1% 12%

Very confident 59% 36%

Female Somewhat confident 36% 53%

Not very confident 5% 11%

Figure B18.
PLEASE TELL ME HOW SKILLED YOU ARE AT DOING EACH OF THE FOLLOWING. HOW ABOUT __________? WOULD YOU SAY
YOU ARE VERY SKILLED, SOMEWHAT SKILLED OR NOT SKILLED AT ALL?
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Very skilled 43% 48% 37% 44% 42% 39%

Math Somewhat skilled 48% 45% 51% 49% 49% 48%

Not skilled at all 9% 6% 12% 8% 8% 12%

Very skilled 41% 48% 33% 41% 50% 36%

Science Somewhat skilled 53% 46% 61% 53% 45% 59%

Not skilled at all 5% 5% 6% 6% 4% 4%

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37 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B19.
HOW SKILLED YOUR CHILD IS AT DOING EACH OF THE FOLLOWING?
%PARENTS

Gender

Total Male Female

(n=1,677) (n=836) (n=841)

Very skilled 55% 54% 56%

Math Somewhat skilled 40% 40% 39%

Not skilled at all 5% 6% 4%

Very skilled 52% 50% 54%

Science Somewhat skilled 43% 44% 42%

Not skilled at all 4% 5% 3%

Very skilled 60% 49% 70%

English class,
including reading, Somewhat skilled 36% 45% 28%
writing and spelling
Not skilled at all 3% 5% 2%

Very skilled 41% 34% 46%

Music Somewhat skilled 40% 41% 39%

Not skilled at all 19% 25% 13%

Very skilled 64% 59% 69%

Working with other
Somewhat skilled 32% 35% 29%
people
Not skilled at all 4% 6% 2%

Figure B20.
%PARENTS

Race/Ethnicity

Total White Black Hispanic

(n=998) (n=694) (n=120) (n=138)

Very likely 31% 24% 35% 53%

How likely is it that your child will
learn some computer science in the Somewhat likely 50% 55% 47% 33%
future? (Asked only of those whose Not at all likely 18% 19% 18% 12%
child has NOT learned CS)
Don’t know 1% 1% 0% 3%

Would you like your child to learn Yes 86% 84% 92% 92%
computer science in the future?
No 11% 13% 7% 5%
(Asked only of those whose child has
NOT learned CS) Don’t know 2% 2% 1% 4%

As far as you know, would your child Yes 61% 57% 77% 70%
like to learn computer science in the
No 29% 34% 15% 14%
future (Asked only of those whose
child has NOT learned CS) Don’t know 10% 9% 8% 15%
Diversity
38 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B21.
WOULD YOU LIKE YOUR CHILD TO LEARN COMPUTER SCIENCE IN THE FUTURE?
%PARENTS

Total
(n=679)

Yes 95%
(Asked only of those whose
child has learned CS)
No 4%

Views of Computer Science

Figure B22.
HOW OFTEN DO YOU SEE OR READ ABOUT PEOPLE DOING COMPUTER SCIENCE IN EACH OF THE FOLLOWING PLACES?
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Often 23% 25% 21% 20% 34% 23%

In TV shows Sometimes 57% 55% 61% 62% 44% 54%

Never 19% 20% 19% 18% 22% 22%

Often 25% 28% 23% 24% 36% 23%

In movies Sometimes 60% 59% 61% 62% 47% 60%

Never 14% 13% 16% 13% 16% 17%

Often 33% 39% 26% 34% 32% 36%

Online through social media,
Sometimes 49% 43% 55% 47% 51% 50%
articles or videos
Never 18% 17% 18% 19% 17% 14%

Figure B23.
THINKING ABOUT ALL OF THE PEOPLE YOU SEE OR READ ABOUT DOING COMPUTER SCIENCE IN TV SHOWS, IN MOVIES OR
ONLINE, HOW OFTEN DO YOU SEE PEOPLE LIKE YOU DOING COMPUTER SCIENCE? (ASKED ONLY OF THOSE WHO SEE PEOPLE
“DOING CS” “OFTEN” OR “SOMETIMES” ON TV, MOVIES AND/OR ONLINE)
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,614) (n=870) (n=774) (n=998) (n=217) (n=299)

Often 16% 21% 11% 16% 26% 13%

Sometimes 59% 61% 57% 59% 54% 65%

Never 24% 18% 31% 25% 20% 22%

Diversity
39 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B24.
HOW INTERESTED ARE YOU IN LEARNING CS IN THE FUTURE? BY THINKING ABOUT ALL OF THE PEOPLE YOU SEE OR READ
ABOUT DOING COMPUTER SCIENCE IN TV SHOWS, IN MOVIES, OR ONLINE, HOW OFTEN DO YOU SEE PEOPLE LIKE YOU DOING
COMPUTER SCIENCE?
%STUDENTS

Often Sometimes Never

(n=272) (n=947) (n=393)

Very interested 58% 31% 18%

Male Somewhat interested 33% 61% 53%

Not at all interested 10% 9% 29%

Very interested 31% 19% 4%

Female Somewhat interested 53% 63% 57%

Not at all interested 16% 18% 39%

Very interested 49% 26% 10%

Total Somewhat interested 39% 61% 55%

Not at all interested 12% 13% 35%

Figure B25.
%STUDENTS

Gender Race/Ethnicity

Total Male Female White Black Hispanic

(n=1,672) (n=901) (n=771) (n=1,033) (n=228) (n=310)

Has a teacher ever told you Yes 33% 39% 26% 32% 40% 34%
that you would be good at
computer science? No 66% 60% 74% 68% 59% 66%

Has a parent ever told you Yes 37% 46% 27% 35% 43% 41%
that you would be good at
computer science? No 63% 54% 73% 64% 57% 59%
Diversity
40 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Views of Computer Science

Figure B26.
WOMEN ARE LESS LIKELY THAN MEN TO WORK IN THE COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK EACH
OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT A REASON WHY THIS IS. HOW ABOUT __________?

Parents Teachers Principals

(n=1,677) (n=1,008) (n=5245 to 5253)

Major reason 38% 40% 40%

Lack of opportunity to Minor reason 35% 35% 30%

learn computer science Not a reason 26% 24% 21%

Don’t know 1% 0% 10%

Major reason 42% 32% 23%

Lack of interest or Minor reason 35% 46% 40%

motivation to learn
computer science Not a reason 22% 21% 23%

Don’t know 1% 0% 14%

Major reason 41% 51% 45%

Lack of exposure to Minor reason 33% 32% 29%

computer science Not a reason 24% 17% 15%

Don’t know 1% 0% 10%

Major reason 40% 43% 32%

Lack of encouragement Minor reason 39% 41% 38%

from others to learn
computer science Not a reason 20% 16% 18%

Don’t know 1% 0% 12%

Major reason 44% 55% 34%

Lack of role models in Minor reason 35% 31% 36%

computer science Not a reason 21% 14% 17%

Don’t know 1% 0% 13%

Diversity
41 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B27.
WOMEN ARE LESS LIKELY THAN MEN TO WORK IN THE COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU
THINK EACH OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT A REASON WHY THIS IS.
HOW ABOUT __________?
%PARENTS

Gender

Male Female
(n=861) (n=816)

Major reason 31% 43%

Lack of opportunity to
Minor reason 38% 33%
learn computer science
Not a reason 29% 24%

Major reason 43% 41%

Lack of interest or
motivation to learn Minor reason 34% 37%
computer science
Not a reason 23% 21%

Major reason 35% 47%

Lack of exposure to
Minor reason 35% 31%
computer science
Not a reason 28% 21%

Major reason 37% 42%

Lack of encouragement
from others to learn Minor reason 39% 39%
computer science
Not a reason 23% 19%

Major reason 40% 48%

Lack of role models in
Minor reason 39% 31%
computer science
Not a reason 20% 21%
Diversity
42 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B28.
WOMEN ARE LESS LIKELY THAN MEN TO WORK IN THE COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU
THINK EACH OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT A REASON WHY THIS IS.
HOW ABOUT __________?
%TEACHERS

Gender

Male Female
(n=335) (n=673)

Major reason 34% 42%

Lack of opportunity to
Minor reason 32% 36%
learn computer science
Not a reason 33% 21%

Major reason 36% 31%

Lack of interest or
motivation to learn Minor reason 42% 47%
computer science
Not a reason 21% 21%

Major reason 43% 54%

Lack of exposure to
Minor reason 36% 30%
computer science
Not a reason 22% 15%

Major reason 39% 44%

Lack of encouragement
from others to learn Minor reason 41% 40%
computer science
Not a reason 20% 15%

Major reason 48% 58%

Lack of role models in
Minor reason 36% 29%
computer science
Not a reason 16% 13%
Diversity
43 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B29.
CERTAIN RACIAL AND ETHNIC GROUPS, LIKE AFRICAN-AMERICANS AND LATINOS, ARE LESS LIKELY TO WORK IN THE COMPUTER
SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK EACH OF THE FOLLOWING IS A MAJOR REASON, A MINOR REASON OR NOT
A REASON WHY THIS IS. HOW ABOUT __________?

Parents Teachers Principals

(n=1,677) (n=1,008) (n=5245 to 5253)

Major reason 54% 60% 44%

Lack of opportunity to Minor reason 28% 26% 28%

learn computer science Not a reason 17% 13% 15%

Don’t know 1% 0% 13%

Major reason 43% 32% 20%

Lack of interest or Minor reason 37% 47% 39%

motivation to learn
computer science Not a reason 19% 21% 24%

Don’t know 1% 0% 17%

Major reason 56% 64% 48%

Lack of exposure to Minor reason 29% 26% 27%

computer science Not a reason 13% 10% 12%

Don’t know 1% 0% 13%

Major reason 55% 55% 34%

Lack of encouragement Minor reason 30% 35% 35%

from others to learn
computer science Not a reason 13% 10% 15%

Don’t know 1% 0% 15%

Major reason 57% 62% 36%

Lack of role models in Minor reason 27% 28% 34%

computer science Not a reason 15% 10% 14%

Don’t know 1% 0% 16%

Diversity
44 Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics

Figure B30.
CERTAIN RACIAL AND ETHNIC GROUPS, LIKE AFRICAN-AMERICANS AND LATINOS, ARE LESS LIKELY TO WORK IN THE
COMPUTER SCIENCE FIELD. PLEASE TELL ME WHETHER YOU THINK EACH OF THE FOLLOWING IS A MAJOR REASON, A
MINOR REASON OR NOT A REASON WHY THIS IS. HOW ABOUT __________?
%TEACHERS

Race/Ethnicity

White Black Hispanic

(n=1,145) (n=197) (n=264)

Major reason 48% 61% 65%

Lack of opportunity to
Minor reason 31% 29% 21%
learn computer science
Not a reason 19% 10% 13%

Major reason 38% 46% 54%

Lack of interest or
motivation to learn Minor reason 40% 35% 27%
computer science
Not a reason 20% 19% 19%

Major reason 52% 66% 63%

Lack of exposure to
Minor reason 32% 26% 22%
computer science
Not a reason 14% 8% 14%

Major reason 51% 62% 64%

Lack of encouragement
from others to learn Minor reason 34% 26% 21%
computer science
Not a reason 13% 12% 14%

Major reason 53% 67% 65%

Lack of role models in
Minor reason 31% 20% 18%
computer science
Not a reason 15% 13% 15%