In a bid to bridge the gender gap in computer science, MIT Lincoln Laboratory’s Advanced Capabilities and Systems Group took a proactive step by hosting a series of workshops focused on car coding. Sabina Chen, spearheading the initiative, designed an engaging program to introduce middle school girls to the world of computing. Her goal was clear: to normalize computing for girls and ignite their passion for technology. This enrichment class, held over eight Saturdays from September to November, provided hands-on experience in programming robotic cars to autonomously navigate using colored cones. “The class is about exposure [to computing] and interest-building,” Chen explained, emphasizing the importance of early engagement.
Simultaneously, Eyassu Shimelis from the laboratory’s Advanced Concepts and Technologies Group conducted parallel sessions for high school girls in a different MIT building. These workshops mirrored the middle school program, aiming to cultivate curiosity and competence in computing among young women, potentially steering them towards future careers in computer science.
The impetus behind these girls-only workshops stems from a stark reality: the underrepresentation of women in computer science fields. Statistics from ComputerScience.org in 2018 revealed that women received only 18 percent of bachelor’s degrees in computer science. The situation is even more pronounced in electrical engineering, a related field, where women earned a mere 13.7 percent of degrees. Further data from the Bureau of Labor Statistics highlight this disparity in the workforce, with women comprising only about 21 percent of computer programmers, 19 percent of software developers, and 32 percent of website developers.
Various theories attempt to explain this gender imbalance in computer-related disciplines. A prevailing notion is that young women often lack confidence in their computer skills. Chen observed this firsthand, noting that “The girls came in thinking they can’t do it.” However, she found immense satisfaction in witnessing their transformation as they realized their capabilities. “Their eyes sort of sparkle when they realize they can do it,” she added, underscoring the empowering nature of the workshops.
Both the middle and high school workshops drew inspiration from the rigorous four-week Beaver Works Summer Institute (BWSI) course for high school seniors. The BWSI summer program immerses students in the technologies powering MIT-designed RACECAR (Rapid Autonomous Complex Environment Competing Ackermann steeRing) robotic vehicles. Participants learn to program these cars for autonomous navigation in a mini “Grand Prix” racetrack. While the Saturday sessions were condensed versions, they effectively covered the essential coding and computer vision technologies needed for the girls to race their cars on a circular track within Building 31. These weekend “crash courses” provided a valuable introduction to car coding principles and practical applications.
Chen’s curriculum for the middle school program, previously offered to both genders in the summer through BWSI, emphasizes hands-on learning. “It is designed so students learn a specific concept, apply it, and see an immediate result,” she explained. This immediate feedback loop is crucial in maintaining student engagement. Her curriculum is set to be available online, enabling schools, robotics clubs, and individuals to adopt and adapt it for their educational purposes.
Shimelis’s high school course mirrored a RACECAR preliminary course initially developed in 2018 by Andrew Fishberg. Shimelis refined the program based on feedback from BWSI RACECAR students and teaching assistants, tailoring it to his teaching style. Interestingly, neither Chen nor Shimelis felt the need to modify their curricula specifically for the girls-only sessions. Both instructors agreed on the girls’ enthusiasm and aptitude. Shimelis even remarked, “Many of the girls were faster at grasping the concepts than students in my summer course,” a significant compliment given the competitive admission standards of the BWSI program, which includes a prerequisite RACECAR online tutorial and strong academic recommendations.
Chen highlighted the positive shift in the girls’ self-assurance throughout her workshop. “At the end, they were a lot more sure of themselves and more willing to explore their own ideas without fear,” she observed. This boost in confidence is a key outcome of the program, fostering a more inclusive and empowering environment for young women in STEM.
The success of these workshops is attributed to the collaborative efforts of numerous individuals. Professor Sertac Karaman of MIT, the creator of the original RACECAR course, offered valuable guidance. A dedicated team of volunteers served as teaching assistants, including staff from Lincoln Laboratory and Boston University’s Lincoln Scholars program. The impact of these workshops is perhaps best summarized by a student’s response in a course evaluation: “I see myself coding in the future!” This statement encapsulates the transformative potential of initiatives like these in inspiring young women to pursue careers in car coding and the broader field of computer science.
