The rapid mainstreaming of computer science (CS) education in the United States is transforming how young people prepare for careers in the digital age—but new research shows that young women remain significantly underrepresented, raising concerns about equality, diversity, and the future of the nation’s technology workforce. Despite huge strides in CS education policy and school offerings, only about a third of high school students taking these courses are young women, a figure that has remained stubbornly consistent over recent years (csteachers.org; scholarshipinstitute.org).
This issue matters deeply—not just for American society, but for countries like Thailand seeking to emulate international best practices in STEM education and empower the next generation of women innovators. As policymakers worldwide look to bridge the digital skills gap, understanding both the achievements and persistent challenges in the US system offers invaluable lessons for Thai educators, parents, and policymakers trying to ensure greater access for girls and young women in tech.
In the 2023-24 academic year, nearly 82% of American high school students had access to computer science classes, representing a nearly twofold growth in offerings since 2017. Over 43 US states have now adopted comprehensive K-12 CS standards, and the percentage of schools offering foundational computer science courses jumped from 47% in 2019 to an impressive 60% in 2024, propelled in part by the global shift to digital learning during the COVID-19 pandemic. According to advocacy group Code.org, the number of states requiring CS credits for graduation has grown to 11, paving the way for even greater access in future years (scholarshipinstitute.org).
The motivation is clear: careers in science, technology, engineering, and mathematics (STEM) are some of the fastest growing and highest salaried in the US and across the globe. The US Bureau of Labor Statistics projects an 11% growth in STEM careers from 2021 to 2031—double the rate of all other occupations, with annual STEM salaries averaging just over USD 100,000. This reality is reflected globally, as digital transformation affects nearly every industry, from agriculture and energy to banking and creative professions. In Thailand, where the government is aggressively promoting concepts like Thailand 4.0, digital inclusion is recognized as vital for sustainable national development (Bangkok Post), making the representation gap in STEM a pressing concern.
Yet, beneath this apparent progress lie troubling and persistent disparities. Young women comprise only about 33% of US high school students enrolled in CS courses—a ratio that has failed to shift meaningfully for several years (csteachers.org). Gender balance is somewhat better in earlier years, with girls making up 44% of middle school and 49% of elementary school computer science participants. But a sharp drop-off occurs as students progress into high school, a period when decisions about university majors and future careers are typically made.
Experts agree this attrition is due not to a lack of interest or ability, but rather to systemic social and educational factors that discourage girls and women at multiple touchpoints. “Research strongly suggests that women and girls are systematically dissuaded from STEM fields in their academic lives,” notes an analysis by scholarshipinstitute.org, reinforcing the results published annually by the Code.org Advocacy Coalition. Gender stereotypes, a dearth of visible role models, and implicit bias in school environments all play a part. Women who pursue computing jobs face more workplace gender discrimination than men, coupled with a significant pay gap—women earn 29% less than their male counterparts in equivalent positions, according to a 2017 Pew Research Center survey (scholarshipinstitute.org).
Such systemic hurdles are not unique to the United States. In Thailand, while historically women have been well-represented in mathematics and science degree programs, female enrolment and retention drop sharply in computer science, software engineering, and information technology degrees at the university level. A 2023 report from Thailand’s National Science and Technology Development Agency found women made up just 27% of the country’s tech-related university graduates, a figure in line with global averages (NSTDA).
The current CS education landscape in America is marked by notable geographic variances. Eastern states like Indiana, Alabama, and Maryland have expanded CS through targeted funding and educator training, while states like Nevada have set early precedents by passing CS graduation requirements as early as 2017. In the Midwest, Mississippi has invested more than USD 4 million in CS education over the last five years. However, southern states such as Florida continue to struggle with financial and political challenges that slow rollout and limit access.
Longstanding disparities are not confined to gender. Latinx students are likewise underrepresented, making up 20% of CS participants but 29% of overall school enrolment. Socioeconomically disadvantaged students, multilingual learners, and those with disabilities also lag behind their peers in CS participation rates.
Despite these challenges, there are signs that policy and grassroots efforts can make a difference. States that have adopted strict CS graduation requirements tend to display greater gender parity, suggesting that system-wide mandates to take computer science may help normalize the presence of girls in these spaces. Mentorship initiatives, coding camps, and gender-diverse networking events—including those hosted by nonprofits such as Women Who Code and Girls Who Code—have demonstrably helped retain girls and women in the field. However, the tech industry’s recent cutbacks in diversity, equity, and inclusion (DEI) programs, and the defunding of influential organizations, threaten to reverse these gains (scholarshipinstitute.org).
Student experience in the classroom also matters greatly. Qualitative data and teacher narratives find that inclusive teaching practices and supportive peer environments are key to both attracting and retaining female students in CS. The 2024 Code.org report highlights that, although young women are underrepresented in Advanced Placement (AP) CS exams, those who actually take the tests score qualifying marks at rates similar to young men—an important signal that the issue is not one of ability, but of opportunity and access.
From a Thai perspective, the US case provides several important lessons:
- Policy consistency helps. Having clear and enforceable CS education standards from primary to upper secondary (Mathayom 6) levels, as well as requirements for high school graduation, can drive uptake.
- Representation matters. Promoting young women’s achievements in national coding competitions, hackathons, and digital start-up ventures (as seen in Thailand’s Smart Farm and National Software Contest programs) provides crucial role models and inspiration.
- Resource equity is essential. Ensuring that rural and disadvantaged schools have access to computers, reliable internet, and trained CS educators is as important in Mukdahan or Nan provinces as it is in small-town America.
- Cultural reframing is needed. Thai parents and teachers must actively counter stereotypes that limit girls’ aspirations in IT and related fields. Initiatives such as the Girl Code Thailand movement, public-private coding bootcamps, and government scholarships for women in STEM are steps in the right direction.
As digital literacy becomes as fundamental as Thai language or mathematics, ensuring girls and young women are nurtured, supported, and visible in computer science education will be a critical metric of Thailand’s future competitiveness and social equity.
Looking ahead, experts urge a multipronged approach: expanding and enforcing inclusive CS education policies, investing in teacher training with a gender-sensitive lens, partnering with industry and community groups for outreach, and maintaining—rather than cutting back on—essential DEI initiatives.
For parents, educators, and policymakers in Thailand eager to foster a globally competitive and fair digital society, the message is clear: celebrate progress, but remain vigilant to hidden barriers. Proactive measures—ranging from gender-neutral curricula to public campaigns challenging traditional gender roles—can make a real difference. Practical recommendations include:
- Encouraging schools to adopt international CS standards and collaborate with local and international NGOs dedicated to girls and women in tech.
- Launching mentorship and peer-support initiatives pairing female university students with high school girls interested in CS.
- Creating and promoting media stories of women IT leaders and digital entrepreneurs in both the US and Thailand to provide local context and inspiration.
- Prioritizing investment in schools serving disadvantaged communities, ensuring that digital transformation reaches everyone, everywhere.
These are strategies that not only work in the United States, but can be adapted and expanded in Thailand. As the US experience shows, real progress depends not just on increasing the number of CS classes, but on remaining vigilant about who gains access, support, and opportunity.
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