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When IT female students become teachers: lessons from a French project "Girls who code" as a learning by doing example

Cécile Plaud 1, 2 Vincent Ribaud 3 
Lab-STICC - Laboratoire des sciences et techniques de l'information, de la communication et de la connaissance, UBO - Université de Brest
Abstract : Research in education has shown disaffection among women and girls with STEM area. Public authorities attempt to address this disequilibrium with the introduction of programming into the curriculum for elementary and secondary schools. In such a context, our research intends to better understand how the curricula could influence or not female pupils to take in consideration IT or coding as a “possible” and interesting discipline. Among the different dimensions in a curricula, our research is interested in the educators. Our investigation is based on the “Girls who code”, an educational device to foster the practice of programming. Our methodology is based on semi structured interviews which were conducted with female students who teach in these classes and with teacher who are in charge of those classes. We supplemented the interviews with observations led in some classes. Our results highlight how the educational device is appropriate by the actors in order to fulfill some professional goals.
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Submitted on : Monday, August 24, 2020 - 8:43:14 AM
Last modification on : Wednesday, September 28, 2022 - 5:56:02 AM
Long-term archiving on: : Tuesday, December 1, 2020 - 5:44:49 AM


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  • HAL Id : hal-01841830, version 1


Cécile Plaud, Vincent Ribaud. When IT female students become teachers: lessons from a French project "Girls who code" as a learning by doing example. 10th European Conference on Gender Equality in Higher Education, Aug 2018, Dublin, Ireland. ⟨hal-01841830⟩



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