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Review

Initiatives of Female Empowerment in Computing Implemented at the High School Level: A Systematic Mapping

by
Ramayane Bonacin Braga
,
Mirelle Amaral de São Bernardo
,
Sara Luiz de Farias
*,
Thalia Santos de Santana
and
Marcos de Moraes Sousa
*
Instituto Federal Goiano (IF Goiano), Campus Ceres, Caixa Postal 51, Ceres 76.300-000, GO, Brazil
*
Authors to whom correspondence should be addressed.
Societies 2024, 14(9), 167; https://doi.org/10.3390/soc14090167
Submission received: 12 June 2024 / Revised: 15 August 2024 / Accepted: 26 August 2024 / Published: 30 August 2024
(This article belongs to the Special Issue Gender and Class: Exploring the Intersections of Power and Inequality)
Browse Figures
Versions Notes

Abstract

:
Gender disparities in technology are evident, and affirmative actions are necessary to increase female representation. This article is part of an umbrella project that systematically maps related studies and aims to understand the current literature on initiatives to attract girls to high school through female empowerment projects in computing. Through a systematic literature mapping (SLM), we identified studies published between 2017 and 2022 that were available in databases and search engines, namely ACM Digital Library, IEEE Xplore Library, Scopus, and SBC Open Lib. Only primary studies returned in an automated search process were considered, without combining them with other search strategies. A priori, 264 articles were returned with the application of a search string and after applying the inclusion and exclusion criteria, 61 articles were selected. Of this number, 41 projects were named in the articles that describe activities involving high school. To answer the established research questions, it was found that the studies discussed projects implemented in secondary education in the Americas, Europe and Africa, indicating the importance of expanding these initiatives to other territories, increasing female participation in information technology and promoting gender equality, which is aligned with the Sustainable Development Goals (SDG 5) of the United Nations 2030 Agenda.

1. Introduction

Gender disproportionality in science, technology, engineering and mathematics (STEM) is a pressing problem. According to Abbate, J. (2003), a researcher on gender and the history of computer networks [1], there are insufficient incentives for women to pursue technical careers, and society’s expectations often do not associate women with these areas. Abatte, in presenting literature on women and computing, discusses how women have had to balance their personal lives, such as household chores, and their professional lives, since most of them entered the field without much knowledge. However, the author emphasizes that when they overcome these obstacles, women work in computing with enthusiasm and competence.
Data from the report titled “Gender in the Global Research Landscape” from Elsevier [2] indicate that gender research is continually evolving, with the majority being conducted in the European Union. Specifically, 35% of this research took place between 2011 and 2015, representing a 14% increase compared to the period from 1996 to 2000. The academic literature on gender includes more than 23,000 studies, demonstrating the evolution and expansion of this field. Consequently, it is evident that gender research has been the subject of significant discussion and analysis [3].
In Brazil, research developed by PretaLab and the company Thoughtworks [4] reports that 21.21% of organizations do not have any women in technology teams. The profile of people working in information technology (IT) in the country is mostly male, white, young, and from middle and upper socioeconomic classes. Therefore, several factors must be discussed about the permanence of women in IT programs and later in the labor market, such as female evasion and sexism in companies.
According to Pousa et al. (2017) [5], women and girls have historically faced multiple obstacles to entering science and technology careers. These challenges include gender stereotypes that associate science and technology with masculine attributes, access barriers that restrict opportunities and the perpetuation of the idea that women have less intellectual capacity for these areas. These obstacles are deeply rooted in the social and cultural structures that feminism debates, highlighting how gender inequality is reproduced and reinforced in academic and professional contexts.
By questioning and challenging these power structures, feminism offers a critical lens for understanding how these challenges are perpetuated from generation to generation. To understand the current inequalities, it is essential to analyze the past and historical evolution of feminism, as this historical perspective reveals how gender patterns and barriers have been shaped and continue to influence the present. Feminism has evolved through several waves of struggle and conquest. The first wave, in the 19th century, focused on women’s right to vote. The second wave, in the 1960s and 1970s, addressed issues of gender equality, reproductive rights and combating violence. The third wave, from the 1990s onwards, brought an intersectional approach, including diversity of experiences and identities. Currently, the fourth wave is marked by “digital feminism”, which uses social media to promote equality and combat discrimination [6,7].
In technology, the role of women has been marked by erasure, which highlights the need to recognize and value the contributions of women in this field [8]. Ever since Ada Lovelace, the first female programmer in history [9], women have played crucial roles, but they are often not given due credit. The gender barriers historically imposed in the field of technology exemplify how the feminist struggle is fundamental to creating a more inclusive and equal environment.
In light of this scenario, there is a growing concern regarding the implementation of affirmative actions to enhance female representation in technology [10]. Projects that empower women in computing during high school can play a vital role in integrating girls into the field at an early age [11]. This helps in breaking down gender stereotypes, which are often the result of socially constructed roles for women, and fosters equality and diversity in technological domains. Therefore, the study of these projects contributes to understanding their functioning, challenges, and strategies.
The United Nations (UN) established the 2030 Agenda for Sustainable Development, focusing especially on the most vulnerable populations. Among the various objectives, Sustainable Development Goal 5 (SDG 5) stands out for seeking gender equality and the empowerment of all women and girls. Within this objective, subtopic 5.5 aims to ensure the full and effective participation of women in all spheres of decision-making. With these efforts, it is expected not only to achieve gender equality, but also to build a more just and inclusive society in the coming years [12,13].
The literature highlights the necessity for additional research incorporating a gender perspective. As an example of this, other systematic studies have been carried out to map initiatives that encourage women to enter the field of computing. Ref. [14] carried out a systematic mapping to identify Brazilian initiatives, and found 16 of them in the country. The aforementioned study did not distinguish between basic education and higher education projects. Nevertheless, [15] carried out a systematic review of the literature on the subject, investigating the issue of gender in computing in the context of high school education in Brazil. They analyzed 63 papers in order to understand which initiatives are being adopted to attract girls to the field, including which projects are leading the activities.
This study broadens the scope by carrying out a systematic mapping that considers both Brazilian and international initiatives, with a focus on secondary education and special emphasis on institutions that offer vocational education as a strategy to encourage girls into technology careers. The study contributes to the state of the art by identifying, through primary literature reviews, projects designed to empower women and strengthen the participation of secondary school girls in technological areas. The mapping produced 61 relevant studies, which highlight the presence of IT projects aimed at girls from elementary school onwards in many countries and provide information on their predominant strategies and actions.
This article is divided into four sections, including this introduction. Section 2 outlines the stages of the systematic mapping process, ranging from the definition of the protocol to the data extraction. The Section 3 presents and analyzes the results, addressing the research questions. Finally, Section 4 provides the final considerations and sets forth an agenda for future research.

2. Stages of Systematic Mapping

Systematic literature mapping (SLM) is a form of secondary study that is based on a research question and provides a comprehensive overview of primary studies. The aim of SLM is to systematically categorize these studies, following a research planning protocol relevant to a specific topic [16]. SLM usually involves planning, executing and publishing the results in an iterative manner, as illustrated in Figure 1 [17].
As illustrated in Figure 1, the planning stage encompasses the definition of the protocol, which entails establishing the study’s objectives, formulating research questions, devising a search strategy, identifying data sources, creating a search string, and setting the selection criteria (inclusion and exclusion). During this stage, the researchers also prepare a data extraction form for each study deemed relevant to the objectives of their research.
The subsequent stage is execution, which is based on the protocol established during the planning phase. The search string is employed across the databases chosen as sources, taking into account an appropriate time frame. The studies selected are those that satisfy the inclusion and exclusion criteria, yielding primary studies that are highly pertinent to the research topic. Subsequently, each retrieved study must be thoroughly read for data extraction.
Following the extraction of data from the primary studies, those that align with the scope of the SLM are synthesized and analyzed in the context of the research questions. The concluding stage entails the publication of results, which is accomplished by composing and submitting reports and articles.
Given the stages involved in the SLM and its specific activities, employing a computational tool is crucial for enhancing quality. In this study, the Parsifal software version 2.2.0 was utilized, which not only aids in systematizing a review or mapping but also facilitates data sharing and online collaborative work. This software (https://parsif.al/ (accessed on 3 December 2022) was employed during the planning and execution stages, proving invaluable in organizing the activities undertaken and, primarily, in categorizing the works extracted from the databases, thereby contributing to the enhancement of the quality of the results. The subsequent section provides a detailed account of the main steps undertaken in this SLM.

2.1. Research Questions and Search Strategy

An SLM can have one or more research questions (RQs) that guide the process of planning and execution of the mapping. For this study, the following RQs were prepared based on the PICOC strategy (Population, Intervention, Comparison, Outcome–Results and Context) [18]:
  • RQ1. What is the cutting-edge literature addressing initiatives of female empowerment in computing implemented at the high school level?
  • RQ2. What are the initiatives for female empowerment in computing implemented at the high school level and documented in the literature?
The search strategy was devised taking into account the ACM Digital Library, IEEE Xplore, Scopus, and SBC Open Lib databases, which were selected owing to their prominence in the field of computing. Notably, the SBC Open Lib was established by the Brazilian Computing Society (SBC) and included in the MSL to ensure comprehensive coverage of relevant Brazilian publications, such as articles related to Women in Information Technology. This study is a component of a more extensive research project entitled Meninas Digitais no Cerrado which is a case study on a project of female empowerment in computing at the Instituto Federal Goiano – Campus Ceres. Given this context, the study incorporated Brazilian databases and aimed to identify articles published within the country that are not indexed in other international search engines. The search was conducted on 14 June 2022, and no additional combined search strategies were employed.

2.2. Search String

The search string employed to identify and gather data from primary studies was constructed following a series of tests, resulting in a refined and well-balanced string. This process was conducted with the assistance of a specialist in secondary studies.
Many words were tested until the following terms were confirmed: project, group, initiative, girls, woman, computing, technology, computer science, high school, and professional education. The following is the completed final search string with appropriate logical connectors:
(TITLE-ABS-KEY (project OR group OR initiative) AND TITLE-ABS-KEY (girls OR woman) AND TITLE-ABS-KEY (computing OR technology OR “computer science”) AND TITLE-ABS-KEY (“high school” OR “professional education”)) AND PUBYEAR > 2016.
The search used the terms in both Portuguese and English and was conducted from 2017 to 14 June 2022 to focus on recent studies (those published within approximately five years of the search date).

2.3. Inclusion and Exclusion Criteria

The inclusion (IC1) and exclusion criteria (EC) for SLM were formulated following the research questions. These criteria must be aligned with the objective of the SLM, facilitating the collection of pertinent publications. Table 1 displays the criteria adopted in this study.
As indicated above, only a single inclusion criterion was evaluated after reviewing the metadata and the entire published article. However, seven exclusion criteria were established, and studies were excluded if they met any of them. This research did not consider works from gray literature [17], such as books, abstracts, technical reports, dissertations, and theses.

2.4. Study Selection and Data Extraction

The application of the search string resulted in 264 publications. These articles were analyzed using Parsif.al software, which identified 49 duplicates. With regard to the distribution of the articles across databases, out of the remaining 215 articles, 26 were from the ACM Digital Library, 33 from the IEEE Xplore Library, 140 from Scopus, and 16 from SBC Open Lib.
After this initial analysis, the metadata (titles and abstracts) of the 215 articles were read, the inclusion and exclusion criteria were applied, and 111 articles were rejected. If there was any uncertainty regarding whether an article met the criteria, it was provisionally considered suitable for the next stage. The full texts of the remaining 104 studies were subsequently examined, considering the same criteria. The final sample for the SLM comprised 61 articles. Figure 2 illustrates this process.
Table 2 displays the number of articles rejected based on each exclusion criterion (EC) established in the SLM protocol. The Table 2 reveals that the criterion EC2 (given that the study does not address projects focused on female empowerment implemented at the high school level) accounted for the exclusion of the vast majority of the studies during the “reading of metadata” and “reading (the entire article)” stages.
Therefore, 61 articles represented the corpus of representative works (Table 3). These articles discuss initiatives focused on female empowerment in computing implemented at the high school level. Most of the publications were indexed in the Scopus database, comprising 32 studies, followed by 13 studies in the SBC Open Lib, 12 in the IEEE Xplore Library, and finally, 4 studies in the ACM Digital Library.
The next step consisted of data extraction to respond to each research question. The fields of the extraction form planned in the SLM protocol were mapped according to each RQ, as presented in Table 4. The collected data were synthesized in spreadsheets using Google Sheets (https://sheets.google.com/ (accessed on 30 March 2023)).

3. Findings and Discussion

All the information extracted from the studies was analyzed and synthesized, and elements were collected to help address the research questions designed at the planning stage of the SLM.

3.1. Answer to Research Question 1

RQ1. What is the cutting-edge literature addressing initiatives of female empowerment in computing implemented at the high school level?
As depicted in Figure 3 below, the year with the highest number of publications was 2020, which accounted for 21 studies, representing 34.4% of the total. The number of publications did not exhibit a consistent increase over the years. The most significant decline occurred from 2020 to 2021, when the number of articles decreased from 21 to 9. A possible explanation for this decrease is the impact of the COVID-19 pandemic. According to [79], female empowerment projects faced considerable challenges in continuing their activities during the pandemic, as social distancing measures disrupted in-person activities, including academic pursuits. Furthermore, uneven access to computers and internet connectivity made it difficult to transition all activities to an online format. Data collected by Parents in Science [80] through a questionnaire applied to more than 15,000 scientists, including post-graduate students, post-doctoral students and teachers/researchers, reveals that less than half of women (49.8%) managed to submit their scientific articles as planned, while 68.7% of men kept to their schedules. For women who are mothers, 52% were unable to complete their articles or research. Since the search was limited to articles published up to 14 June 2022, the final year was not directly comparable to the others. Nonetheless, the three articles identified in the first half of 2022 suggest a further decline in the number of published studies compared to 2021.
With regard to the types of publication venues, namely whether the articles were published in journals, conferences, or workshops, the results indicated that 47 out of the 61 studies were published in conferences (as shown in Figure 4). Except for 2018, every year at least one article was published in a journal. Additionally, in 2017, 2021, and 2022, no studies were published in workshops. This finding highlights the importance of researchers in the field of computing attaching to conferences as a platform for disseminating their work [81].
A total of 38 different publication venues were identified (https://bit.ly/3oZqZkO (accessed on 13 June 2023)), encompassing conferences, journals, and workshops. Among the Brazilian conferences, Women in Information Technology (WIT) had the highest number of published articles, with eight studies (13%). This highlights the significance of this conference, given its dedication to publishing studies on gender and female empowerment, including the analysis of projects implemented at the high school level. Notably, a substantial variety of venues recognizes this theme as a topic of interest. The Global Engineering Education Conference (EDUCON) had the second-highest number of articles, with six articles (9%). Furthermore, the Frontiers in Education Conference (FIE) and the ASEE Virtual Annual Conference Content Access each published four articles (6%). The remaining venues featured one or two published articles each.
We adopted the following categories proposed by [10] to classify the approaches employed in the selected studies: strategies, surveys, reports, discrimination, and contributions. It is important to note that a single article could have utilized more than one approach. Therefore, we tallied the frequency of usage for each approach individually rather than the total number of articles. This is depicted in Figure 5.
Among the articles categorized under “strategies”, 62.2% discuss methods for the inclusion of girls and women in IT fields and strategies for their retention. Within the “reports” category, 12.2% of the articles analyze the personal perspectives of students, teachers, and authors regarding women who are already engaged in technology. In the “discrimination” category, 10% of the studies explore stereotypes associated with women in computing and the subsequent consequences of these preconceptions. Under “surveys”, 10% of the articles presented data about women in academia, gathered through questionnaires and interviews. Finally, in the “contributions” category, 5.6% of the articles highlighted the significance of historical and contemporary female achievements and their impact on the present day.
The analysis of the first research question—What is the cutting-edge literature addressing initiatives of female empowerment in computing implemented at the high school level?—highlighted the most recent studies on gender and female empowerment in computing that focus on high school-level initiatives. The majority of these studies were published in 2020, with conferences being the predominant platform for researchers to disseminate their work. An evaluation of the approaches used in these studies revealed that 56 articles, constituting 62.2%, employed “strategies” as a category [10] to foster the inclusion and retention of women in computing. The projects depicted in these studies, which were implemented at the high school level, are geared toward encouraging young girls to pursue careers in technology and computing.

3.2. Answer to Research Question 2

RQ2. What are the initiatives for female empowerment in computing implemented at the high school level and documented in the literature?
Out of the 61 selected articles that portrayed projects on female empowerment within a high school context, only 46 named the initiatives (as shown in Table 5). This means that 15 articles addressed these initiatives but, for different reasons, did not identify them. The project “Meninas na Computação” (Girls in Computing), created in the Brazilian state of Paraíba, was the subject of three studies, while the projects “RAMP for High School Girls”, “W-STEM: Building the future of Latin America: Engaging Women into STEM”, and “Computer Science Summer Institute (CSSI)” were each featured in two articles. Therefore, 41 different projects were named in the studies. Latin America was the region with the largest number of studies, aligning with the observations reported in [82] regarding the growth of research on women in STEM within the region.
Fifty-eight of the sixty-one studies mentioned the country where the projects occurred. In total, 24 articles (40.7%) mentioned the United States, followed by Brazil with 19 (32.2%). The studies also mentioned initiatives in European and African countries and none in Asia or Oceania (see Figure 6). This finding suggests opportunities for expanding female empowerment projects in computing to high schools in regions with significant socioeconomic and gender inequality.
Regarding the year the projects were established, most studies (35) did not report when the projects were created. The analysis of the 26 studies that disclosed this information revealed a quite even distribution over the years. For example, 2016 was the year in which more initiatives were created, with only six. The importance of universities is noteworthy for the institutions from which these projects originated. These institutions were at the origin of 48 out of the 61 projects portrayed in the studies (78.7%). Figure 7 details the project’s years of creation and origins.
Institutions, especially universities and Brazilian HEIs such as the Federal Institute, typically operate on a teaching–research–extension triad. Teaching enriches students through extra-curricular workshops, lectures, and short courses. Research projects enable in-depth exploration of topics through scientific methods, fostering curiosity and scientific contributions. Extension projects foster engagement with society, showcasing work that can bring transformative changes to communities beyond academic walls [83].
The data revealed that among the projects, 9 focused on teaching, 22 on research, and 48 on extension (Figure 8). The total percentage exceeded 100% because 26 projects operated in two areas, though none encompassed all three. Extension activities, particularly community engagement involving universities and schools, were most prevalent.
This study also investigated seamless education, which is part of the broader research to which this paper belongs. Seamless education involves providing students with access to continuous education from high school through to graduate studies within the same institution [84]. Of the 61 articles, 4 (6.6%) mentioned the integration between high school and technical education, while 5 (8.2%) discussed seamless education at specific institutions. This approach helps students engage in extended projects and familiarize themselves with the educational environment and activities such as teaching, research, and extension. They can tailor their academic paths through the programs available, as seen in the Professional and Technological Education Network (EPT) [85]. This model is adopted by Brazilian HEIs such as the Federal Institutes of Education, Science and Technology, offering education spanning high school to graduate studies.
Summarizing the results obtained in response to RQ2 concerning initiatives, most of the projects featured in the 61 studies were based in the United States and Brazil, with “Meninas na Computação” in Paraíba, Brazil, being the most mentioned among the 41 projects that were actually named. These findings highlight the prominence of projects in the Americas and suggest a need for broader geographic representation. Of the studies, the majority did not mention the year of project establishment; however, among the 26 that did, 2016 was the year with the highest number of projects initiated, totaling 6. Universities were the primary institutions behind these initiatives, and regarding the academic triad of teaching, research, and extension, there was a notable focus on extension activities for community engagement. In the context of seamless education, which facilitates continuous learning from high school to graduate studies, only four projects were found to be implemented in technical high schools, and five demonstrated alignment with seamless education across high school and higher education levels. This educational panorama reveals an urgent need for the integration of policies that promote gender equality, as established by Sustainable Development Goal 5 (SDG 5) [13].

4. Conclusions

This systematic literature mapping (SLM) gathered data on female empowerment projects in computing implemented at the high school level, aiming to pinpoint the forefront literature and the implemented projects. Including a Brazilian database was pivotal, as Brazil ranked second, behind the United States, in terms of the number of studies and projects. These projects are particularly crucial in countries with large economic and social disparities, as they encourage greater involvement of women in computing and promote gender equality, in line with SDG 5 of the United Nations 2030 Agenda, which aims to achieve gender equality in various areas [13].
The study suggests that the COVID-19 pandemic might have hindered the inception of new female empowerment projects or the documentation of their activities post-2020. Conversely, 2020 experienced a surge in publications, likely attributed to the proliferation of online events. However, this momentum appeared to wane after 2021, possibly due to the cessation of in-person projects during the pandemic. Future research could extend the time frame, incorporate additional databases and search engines, and employ a snowball method to identify relevant works. This could help to understand the pandemic’s impact and reveal whether such initiatives begin as early as elementary school.

Author Contributions

R.B.B.: Collected and screened studies, performed data extraction and contributed significantly to the writing of the manuscript. M.A.d.S.B.: Participated in the critical review of the manuscript, contributing to the final review of the document. S.L.d.F.: Collaborated in the systematic literature review, participated in the quantitative analysis of the data, and helped in the formatting and final review of the document. T.S.d.S.: Contributed to the conception and design of the study, in addition to supervising all stages of the systematic mapping process. M.d.M.S.: Assisted in the supervision of the project, review and improvement of the research protocol, providing methodological guidance and support in data analysis. All authors have read and agreed to the published version of the manuscript.

Funding

National Council for Scientific and Technological Development CNPQ. Instituto Federal Goiano.

Institutional Review Board Statement

Not applicable.

Data Availability Statement

The data presented in this study are available upon request from the corresponding author.

Acknowledgments

We would like to extend our gratitude to Instituto Federal Goiano – Campus Ceres and Programa de Pós-Graduação em Educação Profissional e Tecnológica (ProfEPT).

Conflicts of Interest

The authors declare no conflicts of interest.

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Societies 14 00167 g001
Figure 1. Stages of the systematic study.
Figure 1. Stages of the systematic study.
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Societies 14 00167 g002
Figure 2. Selection process and number of articles in each stage.
Figure 2. Selection process and number of articles in each stage.
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Societies 14 00167 g003
Figure 3. Publication per year.
Figure 3. Publication per year.
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Figure 4. Number of articles published per year and type of publication venue.
Figure 4. Number of articles published per year and type of publication venue.
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Figure 5. Approach adopted in the studies.
Figure 5. Approach adopted in the studies.
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Figure 6. Country of the projects portrayed in the articles.
Figure 6. Country of the projects portrayed in the articles.
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Figure 7. Year the projects were created and the institution of origin.
Figure 7. Year the projects were created and the institution of origin.
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Figure 8. Percentage of projects per area of action.
Figure 8. Percentage of projects per area of action.
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Table 1. Inclusion and exclusion criteria.
Table 1. Inclusion and exclusion criteria.
Inclusion
IC1—The study documents a project focused on female empowerment in computing implemented at the high school level.
Exclusion
EC1—The study does not propose, document, or evaluate projects of female empowerment in computing.
EC2—The study does not address projects of female empowerment implemented at the high school level.
EC3—The study was published before 2017.
EC4—The full article was not available.
EC5—The study was not written in Portuguese or English.
EC6—The study was not presented in a conference or published in a journal.
EC7—It is not primary research.
Table 2. Articles rejected based on each exclusion criterion.
Table 2. Articles rejected based on each exclusion criterion.
EC1EC2EC3EC4EC5EC6EC7TOTAL
27104218030154
Table 3. Studies selected by the final analysis.
Table 3. Studies selected by the final analysis.
TitleReferences
Improving High School Girls’ 21st Century Skills: Design, Implementation, Assessment on megaGEMS Research Camp[19]
Teaching by induction: Project-based learning for silicon valley[20]
What Do Female Students in Middle and High Schools Think about Computer Science Majors in Brasilia, Brazil? A Survey in 2011 and 2019[21]
STEM Program for Female Students[22]
Ketchup: A STEM Project in Gashora, Rwanda, Rooted in Philadelphia[23]
Can Computing Be Diversified on “Principles” Alone? Exploring the Role of AP Computer Science Courses in Students’ Major and Career Intentions[24]
Engaging Government-Industry-University Partnerships to Further Gender Equity in STEM Workforce Education Through Technology and Information System Learning Tools[25]
From Beliefs to Intention: Mentoring as an Approach to Motivate Female High School Students to Enroll in Computer Science Studies[26]
LAunchPad: The Design and Evaluation of a STEM Recruitment Program for Women[27]
Evaluating Computer Science Camp Topics in Increasing Girls’ Confidence in Computer Science[28]
Providing Female Models and Promoting Vocations: A Practical Experience in STEM Fields[29]
ANNA Tool: A Way to Connect Future and Past Students in STEM[30]
“Beautiful Patterns 2019” MIT and Tecnologico de Monterrey high-impact IT/K12-STEM transnational initiative for young women students[31]
Work-in-Progress: Encouraging Girls in Science, Engineering and Information Technology[32]
From Camp to Conferences: Experiences in Leveraging Tech Conferences to Inspire Black and Latinx Girls to Pursue Coding and Tech Careers[33]
Student Success Analysis from Running a Pre-College Computer Science and Math Summer Program[34]
An Experience Report on Running a Pre-College Computer Science Summer Program[35]
Digital Girls Program—Disseminating Computer Science to Girls in Brazil[36]
How Can Computer Science Faculties Increase the Proportion of Women in Computer Science by Using Robots?[37]
The Invention bootcamp, a four-week Summer course for high school underrepresented students in a university setting[38]
Overcoming the stem gender gap: From school to work[39]
Impact of a summer research program for high school students on their intent to pursue a STEM career: Overview, goals, and outcomes[40]
Stem women in ecuador: A proposal to reduce the gender gap[41]
The Gender Gap broad the path for Women in STEM[42]
Preparing girls for mathematics olympiad[43]
STEM gender equity: Empowering women in vulnerable environments[44]
Mentoring program: Women supporting women[45]
Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention[46]
Women in Science and Technology Bio-Bio Meeting: Empowering Young Women in Chile[47]
STEM, high school students, gender: Are they compliant issues?[48]
Generative computing: African-American cosmetology as a link between computing education and community wealth[49]
Niñas Pro: An initiative to educate, inspire and empower women[50]
Initiative to increment the number of women in STEM degrees: Women, science and technology chair of the public university of navarre[51]
A Framework for Socially-Relevant Service-Learning Internship Experiences for High School Students[52]
A preliminary study of a digital and web literacy project for young South African women[53]
A Community-based Computational and Engineering Sciences Initiative toward National Development (COESIND)[54]
Engagement in practice: Infusing the STEM pipeline through community engaged learning[55]
Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities[56]
Get Paid to Program: Evaluating an Employment-Aware After-School Program for High School Women of Color[57]
Motivating female students for computer science by means of robot workshops[58]
Broadening participation in computing: Examining experiences of girls of color[59]
Canada’s cancode initiative and the gender gap in computer science education[60]
Reducing inequalities in STEM: The girls in computer science project, Paraíba, Northeast, Brazil[61]
miniGEMS STEAM and programming camp for middle school girls[62]
Engineering Exposure for Pre-College Women: A University-Based Workshop Model[63]
Meninas.comp Project: Programming for Girls in High School in Brazil[64]
STEM program for female high school students[22]
All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as Pathways to Computer Science[65]
Quando a Aluna se Torna a Mestre: Um Relato da Experiência de Alunas de Graduação Aplicando Dinâmicas de Ensino de Computação para Alunas de Ensino Médio[66]
Katie: saindo do buraco negro e impulsionando as meninas para a computação[67]
Robótica e Interdisciplinaridade: Aprendizagem Criativa Atraindo Meninas para a Tecnologia[68]
Incentivando alunas do Ensino Médio a Ingressarem em Carreiras de Ciência e Tecnologia na Paraíba[69]
Tecendo Espaços e Experiências no Campo da Robótica Educacional para Fomentar o Interesse de Meninas pela área de Computação[70]
Elas na Computação: Decifrando Cdigos e Expressando Ideias Críticas e Criativas na Escola[71]
A importância de atividades de empoderamento feminino como forma de minimizar a evasão das mulheres nos cursos de Tecnologia da Informação[72]
Análise atual da situação das alunas do curso Bacharelado em Tecnologia da Informação da UFRN[73]
Mulheres de Ferro: Relato de Prática Utilizando Arduíno com Alunas do Ensino Médio em uma Escola Pública[74]
Barreiras que Impedem a Opção das Meninas pelas Ciências Exatas e Computação: Percepção de Alunas do Ensino Médio[75]
Oficinas de Programação para Meninas: Despertando o Interesse Pela Computação[76]
Robotics as a Tool for Deconstructing Stereotypes in Amazon: Disseminating Information in Baixo Trombetas[77]
Maria Bonita nas Ciências:: um projeto para divulgar Ciências às meninas de escolas públicas[78]
Table 4. Extraction form based on the research questions.
Table 4. Extraction form based on the research questions.
Research QuestionField of Data Extraction
RQ1Year of publication, type of publication venue (conference, journal, or workshop), publication venue; approach of the article
RQ2Name of the project, year of creation, country/state of origin, the institution of origin, area of action (teaching, research, or extension), target public; provision of a seamless education
Table 5. Projects named in the 61 articles that portrayed projects on female empowerment implemented in high schools.
Table 5. Projects named in the 61 articles that portrayed projects on female empowerment implemented in high schools.
#
Projects		Name of the Project# Mentions in Studies
1Meninas na Computação (Girls in computing)3
2RAMP for High School Girls2
3W-STEM: Building the future of Latin America: Engaging women into STEM2
4Computer Science Summer Institute (CSSI)2
5CanCode1
6Get Paid to Program1
7Women, Science and Technology Chair1
8Cos-Computing1
9Mujeres en Ingeniería y Ciencias (Women in Engineering and Science)1
10Sacbé STEM1
11Incentivando Meninas em Ciências Exatas, Engenharias e Informática (Motivating Girls in the Sciences, Engineering and Computer Science)1
12Young Scholars (YS)1
13Invention Bootcamp1
14Computational Thinking for Girls (CT4G)1
15INTech Camp for Girls1
16Beautiful Patterns1
17Camp Codette1
18Make IT1
19Maria Bonita nas Ciências (Maria Bonita in Science)1
20Mulheres na TI (Women in IT)1
21Meninas Digitais Tchê Missões (Tchê Missões Digital Girls)1
22EQUAL-IST Gender Equality Plans for Information Sciences and Technology Research Institutions1
23Metabotix1
24Meninas.comp1
25Digital Youth Divas1
26Seeds of Change1
27megaGEMS Research Camp1
28Niñas Pro (Pro Girls)1
29Biobio Women in Science and Technology Meeting1
30Computer Forensics (CF)1
31miniGEMS1
32Overcoming the STEM gap—Strategies and Practice1
33Programa Meninas Digitais (Digital Girls Program)1
34Incentivando Meninas na Ciência, Engenharia e Tecnologia da Informação (Encouraging Girls in Science, Engineering and Information Technology)1
35Increasing Gender Diversity in STEM1
36LaunchPad1
37Cunhantã Digital1
38Katie1
39PETComp1
40Elas na Computação (Women in Computing)1
41Community-based Computational and Engineering Sciences Initiative toward National Development1
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MDPI and ACS Style

Braga, R.B.; São Bernardo, M.A.d.; Farias, S.L.d.; Santana, T.S.d.; Sousa, M.d.M. Initiatives of Female Empowerment in Computing Implemented at the High School Level: A Systematic Mapping. Societies 2024, 14, 167. https://doi.org/10.3390/soc14090167

AMA Style

Braga RB, São Bernardo MAd, Farias SLd, Santana TSd, Sousa MdM. Initiatives of Female Empowerment in Computing Implemented at the High School Level: A Systematic Mapping. Societies. 2024; 14(9):167. https://doi.org/10.3390/soc14090167

Chicago/Turabian Style

Braga, Ramayane Bonacin, Mirelle Amaral de São Bernardo, Sara Luiz de Farias, Thalia Santos de Santana, and Marcos de Moraes Sousa. 2024. "Initiatives of Female Empowerment in Computing Implemented at the High School Level: A Systematic Mapping" Societies 14, no. 9: 167. https://doi.org/10.3390/soc14090167

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