Changing the Narrative: Women in Computer Science

At an all-girls school, you might expect computer science to be accessible by default. Yet one of the questions I am constantly faced with most often is, “why are you interested in computer science?” Majority of the time it is followed by a look of confusion or surprise. Even in an environment made to empower young women and encourage them in their pursuit of excellence, the assumption remains that computer science is somehow unexpected.

At my school, the Computer Science Honors Society is one of the smallest honors societies on campus. That truth has always stood out to me. The reason for it has nothing to do with a lack of accessibility. Instead, many students share a tacit understanding of an invisible barrier. Computer Science is often viewed as too technical, intimidating, and reserved only for a specific type of student. I found that even in an all girl environment, hesitation persists.

In December during Computer Science Education Week, we decided to challenge hesitation in a simple way. We passed out cookies to students in exchange for a question. Girls could anonymously drop questions in a box regarding computers as a major, career, club, or real-world tool. Our goal was to spread curiosity and invite classmates to participate in STEM related activities surrounding our campus and classes. We wanted to create an environment that wasn’t filled with pressure or expectations.

After reading through the questions, a clear pattern emerged. Very few asked how to code and other skills. Instead, most questions focused on belonging and applicability. Students wanted to know what computer science majors pursue after college beyond traditional software roles. Others asked whether computer science could intersect with fields like healthcare and design. Several questioned how to begin if they had never coded before. They wondered whether starting “late” put them at a disadvantage.

What stood out most was that these questions didn’t include notions regarding doubt or ability. They reflected uncertainty about identity and fit. The underlying question was not “Can I do computer science?” but “Is computer science meant for someone like me?”

These questions reflect a broader fact beyond my school. Nationally, women remain underrepresented in computer science education and careers. Despite making up more than half of college students, women earn a significantly smaller percentage of computer science degrees. They are even less represented in leadership roles within the field. This gap is not a result of ability, but of early exposure, cultural perception, and persistent stereotypes about who “belongs” in these spaces.

According to national data, women earn roughly one quarter of computer science degrees in the United States, a number that has stagnated despite growing demand across industries. The questions from our box directly demonstrated this. They showed that the barrier to computer science is primarily due to uncertainty and is not related to capability.

Changing the narrative around women in computer science does not begin with forcing confidence or expecting certainty. It initiates with making space for questions. Computer Science Education Week reminded me that curiosity is often present long before confidence. By lowering the stakes and opening conversations, we allow more students to see computer science as a tool rather than an exclusive interest. For me, encouraging that shift matters just as much as writing code itself. Participation only truly begins when students feel they belong.