Voice Across Gender: Factors Influencing Students’ Intention to Continue Studying Computer Science in Türkiye

Year 2026, Volume: 21 Issue: 1 , 235 - 251 , 30.03.2026

Nehir Yasan Ak , Rukiye Altın

https://doi.org/10.55525/tjst.1812503

https://izlik.org/JA98PP78FP

Abstract

Despite global efforts to improve gender equity in STEM, gender disparities persist in Computer Science (CS) education, particularly in Türkiye, where cultural and institutional factors shape academic pathways. This embedded mixed-methods study investigates how high school experiences, mentorship, role models, extracurricular activities, and social influences relate to first-year university students' intentions to continue their studies in CS, with a specific focus on gender-based differences. Survey data from 369 students across Türkiye reveal no statistically significant association between continuation intention and variables such as prior programming experience, mentorship, or extracurricular engagement. Qualitative findings underscore the importance of familial and cultural expectations, with both encouragement and discouragement from family playing a central role. Students frequently cited family members as both their strongest supporters and primary sources of pressure to pursue more socially prestigious fields like medicine. These findings highlight the limited impact of formal support and the strong influence of social norms in shaping CS persistence. The study contributes to the literature by centering student voices across gender identities and offering culturally contextualized insights into educational equity in Türkiye. Implications include the need for inclusive pedagogies, early CS exposure, and targeted outreach to families to broaden participation in computing education.

Keywords

Computer science education , gender diversity , mixed-method , persistence in higher education

Türkiye’de Öğrencilerin Bilgisayar Bilimleri Alanında Eğitimlerine Devam Etme Niyetini Etkileyen Faktörler: Cinsiyete Bağlı Farklılıklar

https://izlik.org/JA98PP78FP

Abstract

Küresel ölçekte STEM alanlarında toplumsal cinsiyet eşitliğini artırmaya yönelik çabalara rağmen, özellikle Türkiye’de kültürel ve kurumsal dinamiklerin akademik yönelimleri şekillendirdiği Bilgisayar Bilimleri (BB) eğitiminde toplumsal cinsiyet temelli eşitsizlikler devam etmektedir. Bu gömülü karma yöntemli çalışma, lise dönemi deneyimleri, mentorluk, rol modeller, ders dışı etkinlikler ve sosyal etkilerin, üniversite birinci sınıf öğrencilerinin BB alanında eğitimlerine devam etme niyetleriyle olan ilişkisini incelemekte ve bu bağlamda toplumsal cinsiyet farklılıklarına özel bir vurgu yapmaktadır. Türkiye genelinde 369 öğrenciden toplanan anket verileri, devam etme niyeti ile önceki programlama deneyimi, mentorluk veya ders dışı etkinliklere katılım gibi değişkenler arasında istatistiksel olarak anlamlı bir ilişki bulunmadığını göstermektedir. Nitel bulgular ise ailevi ve kültürel beklentilerin belirleyici rolünü vurgulamaktadır. Katılımcılar, aile üyelerini hem en güçlü destek kaynakları hem de tıp gibi toplumsal olarak daha prestijli görülen alanlara yönlendiren baskı unsurları olarak tanımlamıştır. Bulgular, biçimsel destek mekanizmalarının sınırlı etkisini ve toplumsal normların BB alanında devamlılık üzerinde güçlü bir etkisi olduğunu ortaya koymaktadır. Çalışma, öğrencilerin toplumsal cinsiyet kimlikleri bağlamında deneyimlerini merkeze alarak, Türkiye’deki eğitim eşitliğine ilişkin kültürel olarak bağlamsallaştırılmış bir bakış açısı sunmaktadır. Bulgular, kapsayıcı pedagojilerin geliştirilmesi, erken dönemde BB ile tanışma fırsatlarının artırılması ve ailelere yönelik hedefli farkındalık çalışmalarının, bilişim alanında katılımın genişletilmesi açısından önemini ortaya koymaktadır.

Keywords

Bilgisayar Bilimleri Eğitimi , Toplumsal Cinsiyet Çeşitliliği , Karma Yöntem , Devamlılık , Yükseköğretim

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