In 2017, only 18% of women were computer science majors in college. In an increasingly technical society, many STEM positions will open, and even unrelated jobs employ technology to manage data and standard operations. Rather than relying on introspection, high school students should explore a potential interest in the growing world of STEM.

Instead of dismissing code, whether out of unfamiliarity or the assumption that it will be irrelevant or too challenging, students should pursue hands-on experience with code to see how empowering it is as the language of the future. Although job positions are available for females to enter, most females still do not choose to pursue these careers.

High school is the prime time to explore career interests, and the benefits of code are numerous. Srini Mandyam, co-founder of kid-friendly coding company Tynker, believes “exposure to a wide breadth of subjects and material results in well-rounded students who are able to make informed decisions about what they want to pursue.” Early exposure to STEM through encouragement and public reinforcement would increase STEM majors and the diversity of thought in jobs that better reflect the world people live in, but coding is not required in many schools. Women in science set examples for others and break the barriers between men and the women who are perceived as unintelligent and incapable. Coding should be emphasized in schools because relying on every parent is not feasible and neither is assuming that every household has access to technology.

Coding strengthens problem-solving skills and increases collaboration. Anecdotally, designing web pages involves a lengthy process employing creativity, perseverance, and attention to detail when one encounters error messages. These qualities strengthen character for people who are not considering STEM. If one begins coding without any prior knowledge, with help from books, online resources, or an instructor, coding is a rewarding process that reveals a whole other language and boosts confidence with technology, and technology is involved in nearly every job.

Women are a minority in STEM fields, but some still believe that the United States has a sufficient STEM community. Diversity in STEM has seen no improvement because “women represented 24 percent of the engineering workforce, down from 25 percent in 2001” according to Allie Bidwell on US News. Statistics reveal that STEM jobs are not strongly encouraged for women. They make up the country’s highest-paying jobs, and the female void in STEM majors do not reduce the gender wage gap either. In 2017, women’s median earnings were $41,997 compared to $52,146 for men. There is an anomaly in the increasing usage of technology and the simultaneous flat rate of change in STEM field involvement. Underrepresented groups are not entering these challenging fields for reasons that perpetuate gender inequality.

Why are girls being left behind? Claus von Zastrow, chief operating officer of research for Change the Equation, reveals that “African-American and Latino students are less likely to have access to Advanced Placement courses in STEM fields. Many students also say they don't take AP courses due to a lack of confidence.” Underfunded districts consist of minority groups and students who have not grown up with computers. Technology is growing faster than schools can manage because of budget and a lack of skills training for teachers. Irrelevant curriculum, lack of hands-on activities, inadequate resources, and lack of opportunities to try something new and make mistakes are factors in schools. It is also fear of being labeled as a nerd and a need to be validated. Girls have similar achievement levels to boys but have less confidence. Educators should encourage students to take science and math classes or join coding programs for inclusion.

It is beneficial to explore an interest before assuming it is irrelevant to a career outside of STEM. Reimal, a student at the University of Maryland, reveals that at her internship for justice policy research, “without her high school computer science experience, she would not have felt comfortable learning SPSS, software for statistics, in college or Stata, another program for data analysis and statistical work.” Although Reimal does not use the same language as high school, she would not be where she is if she did not have the skills or confidence. Coding has only benefited her in making her more well-rounded and skilled. Coding sounds unappealing to those who have not tried it, found meaning it in, or use stereotypes.

People want to do what is deemed normal, and computers remind them of staring at a screen, but these are inaccurate stereotypes in the collaborative and creative world of code, unlike mundane, normal tasks. Coding has various benefits, but people must refine the ways that STEM fields and women are perceived in society.