Factors contributing to the gender gap in computer science: a systematic review

Background and Context The gender gap in Computer Science (CS) remains persistent: initiatives aimed at increasing gender balance in CS enrollment have not yet succeeded. Understanding the factors contributing to this disparity as well as those that facilitate women’s access to CS programs is crucial.Objective This review aims to provide an updated perspective on the factors contributing to the gender gap in enrollment in Computer Science curricula in high school and higher education.Method Quantitative studies published between 2010 and 2023 that investigate the factors associated with the gender gap in Computer Science have been selected and reviewed. The review process followed the updated guidelines for the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.Findings The results indicate that motivational factors such as self-efficacy and a sense of belonging are critical in sustaining women’s interest and persistence in CS programs. CS-related stereotypes may undermine women’s sense of belonging in Computer Science curricular programs. Women’s relative lack of prior experience with computing devices can negatively affect their persistence in these programs, while pre-college CS classes can deter them from pursuing CS education.Implications Interventions should focus on supporting motivation and a sense of belonging among women entering CS curricula, promoting a supportive learning environment, and reducing stereotypical cues. However, further investigation into the intersection of motivational and socio-demographic factors such as gender, ethnicity, and family income is necessary.