Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses

Abstract

Stereotypes prevent females and other minorities from pursuing an education and a career in Computer Science (CS). Central to broadening the CS pipeline is identifying and debunking stereotypes about computer scientists, especially stereotypes among those who serve as role models for young children, such as early childhood educators. This mixed methods study examined which CS stereotypes female early childhood preservice teachers hold. Analysis of the data collected from 70 preservice teachers revealed stereotypes about computer scientists' appearance, race/ethnicity, cognitive skills, and work preferences. Specifically, participants see computer scientists as intelligent and overworked White individuals who wear glasses. Findings also showed participants' counter-stereotypical notions about computer scientists’ gender and social skills. Particularly, computer scientists were portrayed as collaborative professionals who could be from either gender. CS has been recurrently described in the literature as a male-dominant field, so findings from this study suggest that females may be starting to see themselves or other females in CS roles. Additionally, the emergence of both stereotypical and counter-stereotypical notions speaks to the fact that different conceptions can be formed based on prior experience and exposure to CS role models. As implications for practice and future research, these findings emphasize the importance of addressing CS stereotypes within teacher education programs, as well as preparing future teachers who can pedagogically design and offer CS education to young children in inclusive ways.