To close the high-tech gender gap, “encourage your daughters to play video games,” Facebook COO Sheryl Sandberg told Dana Goldstein.
. . . childhood gaming and hacking experience has motivated many computer programmers to enter the field, including Sandberg’s boss, Facebook founder Mark Zuckerberg.
The leap toward more advanced computing comes not only from playing games—today, 94 percent of girls are gaming, compared with 99 percent of boys—but in becoming curious about how they work and then beginning to tinker with code in order to modify game results. Boys are still much more likely than girls to explore this type of simple computer programming, and not every young girl who is curious about how computers work has an encouraging parent at home or the hardware she needs.
So it’s not just the gaming. It’s the tinkering. My nephew just got hired (first paying job out of college!!!) by a company that makes “pink market” fashion design games. Girls might learn about fashion design, but I don’t think they’ll learn programming. That’s Alan’s job. (He may know less about fashion than anyone on the planet.)
K-12 educators are trying to hook girls on the “computational thinking” that makes programming possible, writes Goldstein.
The Academy for Software Engineering, a public school whose curriculum will be built around computer programming and Web development, will open in New York City this September. Just one-quarter of the incoming freshman class is female, but the school’s founders, who are closely tied to the New York tech community, have ambitious plans for pairing female students with women mentors working in the field, in order to tamp down on attrition, direct girls into meaningful careers, and recruit more female students to the school in future classes.
In Pajaro Valley, Calif., south of Santa Cruz, researcher Jill Denner launched a program that teaches low-income Latina girls and boys, in gender-segregated classrooms, to create their own computer games.