From Uncertainty to Possibility: Early Computing Experiences for Rural Girls

TL;DR

This study demonstrates that a locally grounded, gender-responsive computing curriculum can significantly boost rural girls' programming self-efficacy and interest in technology careers.

Contribution

It introduces a scalable, locally relevant curriculum that effectively increases confidence and career interest among rural adolescent girls in computing.

Findings

Pre and post-surveys showed increased programming self-efficacy.

Career aspirations shifted toward technology after the intervention.

Mastery experiences and peer collaboration were key confidence drivers.

Abstract

Girls remain underrepresented in computing, and rural contexts often compound barriers of access, language, and gender norms. Prior work in computing education highlights that confidence and belonging can shape participation, yet most evidence comes from well-resourced, English-dominant settings. Less is known about how locally grounded pathways can build programming self-efficacy and broaden career interest for adolescent girls. We addressed this gap by delivering a curriculum that began with digital foundations and unplugged problem-solving, then progressed to block-based programming activities, supported by parent awareness and teacher training in gender-responsive practices. Pre and post-surveys showed a reliable increase in programming self-efficacy, and career aspirations shifted toward technology. Complementary qualitative data indicate that mastery experiences, peer collaboration, and the creation of personal projects were key drivers of confidence, suggesting design priorities for scalable, locally relevant programmes in low-resource communities that can shift perceptions of who belongs in computing.