The rapid expansion of computer science (CS) education in the United States is reshaping how students prepare for a tech-driven future. Yet new findings show young women are still significantly underrepresented in CS courses, raising questions about equality and the nation’s future innovation pipeline. Despite policy advances and broader course access, only about one-third of high school CS enrollments are girls, a share that has stubbornly persisted in recent years.
This issue matters beyond the United States. For Thailand, where officials are promoting digital inclusion and STEM education as keys to sustainable development, the US experience offers practical lessons for improving access and participation for girls in tech. Policymakers, educators, and parents in Thailand can draw on these insights to ensure girls and young women are empowered to pursue computing fields.
In the 2023-24 school year, roughly 82% of American high school students had access to CS classes, nearly doubling offerings since 2017. More than 43 states have adopted comprehensive K-12 CS standards, and the share of schools offering foundational CS rose from 47% in 2019 to 60% in 2024. The momentum was accelerated by the shift to digital learning during the pandemic, with 11 states now requiring CS credits for graduation. Data from Code.org reflects this growing momentum toward formal CS education.
Careers in science, technology, engineering, and mathematics (STEM) remain among the fastest-growing and best-paying sectors. The US Bureau of Labor Statistics projects double-digit growth in STEM roles from 2021 to 2031, with average salaries around six figures. Globally, digital transformation touches every sector—from agriculture to finance—making CS literacy increasingly essential. In Thailand, government initiatives such as Thailand 4.0 underscore digital inclusion as vital for national progress, placing similar emphasis on girls’ participation in tech.
Yet gaps persist. Girls account for about 33% of high school CS students, a share that has barely moved in years. In contrast, girls make up 44% of middle school and 49% of elementary CS participants, with a sharp decline as students approach high school and decide on future majors. Experts say these gaps arise less from lack of interest or ability and more from systemic social and educational barriers, including stereotypes, limited visible role models, and implicit bias in schools. Workplace data also show that women in computing face higher discrimination and a pay gap compared with men in similar roles.
The US case is mirrored in Thailand. While Thai women have historically excelled in math and science, enrollment and retention in computer science and IT fields drop at the university level. Thailand’s National Science and Technology Development Agency reports that women comprise only about 27% of tech-related university graduates—a figure akin to global trends.
Geographic patterns in the United States reveal both progress and gaps. Some eastern states have driven CS expansion through targeted funding and teacher training, while others have led with early graduation requirements. The Midwest has seen substantial investment in CS education, and some southern states face ongoing financial and political hurdles that slow progress. Across the country, disparities persist for Latinx students, socioeconomically disadvantaged learners, multilingual students, and those with disabilities.
Despite these challenges, there are encouraging signs. States implementing clear CS graduation requirements tend to show stronger gender parity. Mentorship programs, coding camps, and gender-diverse networks—often run by nonprofits and community groups—help retain girls in CS. However, reductions in DEI funding and support threaten to erode these gains.
Classroom experiences also influence outcomes. Inclusive teaching practices and supportive peer environments are linked to higher participation from female students. Notably, Code.org’s 2024 findings show that while AP CS participation remains lower for young women, those who take the exams perform on par with their male peers, suggesting the issue is primarily about access and opportunity.
From a Thai perspective, several lessons emerge:
- Policy clarity matters. Strong, enforceable CS standards from elementary through high school can boost uptake.
- Role models drive participation. Highlighting women’s achievements in coding competitions and startups—such as Thailand’s government-supported tech programs—provides visible paths forward.
- Resource equity is essential. Rural and underserved schools must have reliable computer access and trained CS teachers, just as urban schools do.
- Cultural reframe is needed. Public campaigns and school initiatives should challenge stereotypes about girls’ tech interests, with support from government and industry partners.
As digital literacy becomes as fundamental as language and mathematics, ensuring girls and young women are nurtured in CS will be a key measure of Thailand’s competitiveness and social equity.
Experts advocate a multipronged approach: expand inclusive CS policies, invest in gender-sensitive teacher training, partner with industry and community groups for outreach, and maintain DEI initiatives rather than winding them down.
For Thai parents, educators, and policymakers aiming to build a globally competitive digital future, the takeaway is clear: celebrate progress but remain vigilant against hidden barriers. Practical steps include:
- Align schools with international CS standards and engage with NGOs championing girls in tech.
- Create mentorship and peer-support programs pairing female students with role models.
- Elevate stories of women IT leaders to provide context and inspiration for Thai students.
- Invest in schools serving disadvantaged communities to ensure digital transformation reaches all.
These strategies, successfully applied in the US, can be adapted for Thailand to expand access, opportunity, and success in computer science for every learner.
In summary, the US experience shows that increasing CS classes is not enough; equity in access, support, and opportunity determines lasting progress.
Attribution (in article narrative, no links): The discussion draws on analyses by a coalition focused on CS education and research from Code.org, and broader workforce data from the US Bureau of Labor Statistics, as well as Thailand’s NSTDA insights on women in tech. Data and perspectives about policy and participation draw on national education assessments and industry reports.