From Uncertainty to Possibility: Early Computing Experiences for Rural Girls

Abstract

Girls remain underrepresented in computing, and rural contexts often compound barriers of access, language, and gender norms. Prior work in computing education highlights that confidence and belonging can shape participation, yet most evidence comes from well-resourced, English-dominant settings. Less is known about how locally grounded pathways can build programming self-efficacy and broaden career interest for adolescent girls. We addressed this gap by delivering a curriculum that began with digital foundations and unplugged problem-solving, then progressed to block-based programming activities, supported by parent awareness and teacher training in gender-responsive practices. Pre and post-surveys showed a reliable increase in programming self-efficacy, and career aspirations shifted toward technology. Complementary qualitative data indicate that mastery experiences, peer collaboration, and the creation of personal projects were key drivers of confidence, suggesting design priorities for scalable, locally relevant programmes in low-resource communities that can shift perceptions of who belongs in computing.