Design of a programming workshop to update gender bias in engineering among adults

Abstract: One of the SDGs where progress has been notably slow in Japan is "Achieving Gender Equality" [1]. In this context, a 2021 survey by OECD [2] pointed out that the percentage of female tertiary entrants into the fields of engineering, manufacturing, and construction in Japan was 16%, the lowest among OECD countries. A survey conducted in Japan also revealed that mechanical engineering and computer science are often perceived as unsuitable occupations for women [3]. One proposed initiative to tackle this issue is encouraging female teenage students to participate in programming workshops. So far, programming materials designed specifically for girls have been proposed [4]. However, in addition to these initiatives, it is also necessary to engage with the older generations, who can significantly impact their career choices. The purpose of this study was to design a new programming workshop attracting female adults who are unfamiliar with programming and to evaluate its effectiveness in reducing the stereotype. The workshop was designed to create sensor-activated message cards that emit music using a programming kit. Women tend not to get interested in science fields due to the difficulty in imagining practical applications [5]. Similarly, there is a possibility that providing a new point of view by connecting programming with subjects that are familiar with daily life, especially for women could be a solution. In this study, message cards, which were often used for presents were focused on. Through this workshop, participants can experience how programming enables them to add new and unique features to ordinary message cards. Additionally, while message cards that play sound when opened have become popular in shops recently, this workshop offers them the experience of creating such innovative items by themselves. In addition to gaining such new knowledge, this workshop includes the process of decorating cards, aiming to enhance the engagement of female adults. Through this workshop, it was hypothesized that participants could feel programming more accessible and achievable for them. As for the preliminary design study, several female adults participated, and their perceptions of programming were evaluated through quantitative surveys and open-ended descriptions. The beginner-friendliness of the workshop design was also asked. This paper reports each of their impressions and suggests approaches to reduce the gender gap. [1] Sachs, J. D., et al. (2024) The SDGs and the UN Summit of the Future. Sustainable Development Report 2024. Dublin: Dublin University Press.[2] Organisation for Economic Co-operation and Development (2021) "Japan", in Education at a Glance 2021: OECD Indicators. OECD Publishing.[3] Ikkatai, Y., et al. (2020) Gender-biased public perception of STEM fields, focusing on the influence of egalitarian attitudes toward gender roles. Journal of Science Communication, 19(1). [4] Basiglio, S., et al. (2024) The Impact of the ‘Coding Girls’ Program on High School Students’ Skills, Awareness and Aspirations. CESifo Economic Studies.[5] Smail, B. (1984). Girl-friendly Science: Avoiding Sex Bias in the Curriculum. Longman.

Keywords: Robot programming, Learning resource, Gender, Workshop design

DOI: 10.54941/ahfe1005944

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