As an older white male teacher in a school district with over 95% minority enrollment, I recognize that many of my students do not necessarily see themselves reflected in me—especially my female students. This is true even though I teach in the same school I graduated from many years ago, back in the twentieth century. Despite that difference, it has never prevented me from finding ways to support my students so they can succeed and excel in computer science.
Encouraging female participation in computer science is not simply about increasing the number of female students in the classroom. In fact, that has not been a major challenge for us; in most years our school earns the AP Female Diversity Award. The real work goes beyond enrollment. It is about expanding opportunities, challenging stereotypes—even those that exist within students’ own homes—and helping students see themselves in a field in which they have historically been underrepresented.
Computer science has long struggled with issues of representation, particularly for women. Many girls grow up receiving subtle messages that technology is primarily a male field. These messages can be even stronger in communities where students may not have regular exposure to technology careers. In many cases, the first stereotypes my female students must overcome are not in industry but at home. Some of my students have shared that their parents discourage them from pursuing computer science because they believe it is not an appropriate career for women.
Over time, I have been fortunate to have former students return and speak to my classes about their experiences. Several of them openly discuss how, during college or in the workplace, they are often one of only a handful of women in the room. They also point out that even among those few women, many are not from the same underprivileged backgrounds as the students sitting in my classroom today. Some have described the frustration of hearing themselves referred to as a “quota hire,” despite the hard work and talent that brought them there.
While these stories might sound discouraging at first, they serve an important purpose. Former students are not trying to scare the next generation away from computer science. Instead, they are preparing them for the realities they may encounter and encouraging them to push forward anyway. They speak honestly about the challenges, but they also talk about the opportunities, the impact of their work, and the importance of increasing representation in the field.
One of the most powerful examples of this influence came from a former student who returned to speak to my class about her experience studying computer science in college. Inspired by her story of courage, strength, and barrier-breaking ambition, one of my students—who had never seriously considered computer science before—began to see the field differently. Seeing someone who had once sat in the same classroom made the possibility feel real. That student ultimately pursued computer science, worked tirelessly, and later earned an Amazon Future Engineer scholarship.
The impact did not stop there. That same student has since become a role model for younger students in our program. Her success showed others what was possible, and in turn she has helped inspire the next generation. Two of the girls who followed her path are graduating this year. Both are college-bound with full-ride scholarships from several universities and are finalists for national scholarships. What began as one former student returning to share her story has grown into a chain of mentorship and inspiration that continues to expand each year.
Moments like these remind me that representation does not always start with national figures or famous leaders in technology. Sometimes it begins with a student who comes back to the classroom and shares her experience honestly with those who are just beginning their journey. When students see someone who shares their background, their community, and their experiences succeed, it changes what they believe is possible.
Through these interactions, my current students begin to see that computer science is not just a subject they study in school. It is a field in which they can build meaningful careers, create change, and open doors for others who will come after them. By helping students confront stereotypes, providing them with real examples of success, and encouraging them to persist even when challenges arise, I hope to make computer science a space where all of my students feel they belong.
About the Author
Darren Ehrhardt is currently in his tenth year of teaching computer science at Central Islip High School on Long Island, New York. He is passionate about helping students discover their potential and achieve things they once thought impossible. His journey to education began in 1999 as an adjunct math professor at New York Institute of Technology, and in 2003, he became a certified teacher after realizing his love for being in the classroom.
As an Amazon Future Engineering Ambassador, Darren advocates for expanding computer science education in earlier grades and increasing opportunities for female and minority students in the field. In addition to his teaching role, Darren serves as the technical director at his school and is a senior class advisor. Outside of work, he is married with two children and enjoys golfing and Legos whenever time (and money) permit.