Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are studied cohesively without regard to their individual distinctions and challenges. This unique population has to overcome traditional gender perceptions and linguistic confronts when considering the field of computer science. This paper provides a practical four-hour workshop for novice teachers in high school that are eager to empower female English language learners (FELLs) that demonstrate potential or are interested in entering computer science fields. An overview of research within the last ten years is exhibited, which includes the current state of females in science, technology, engineering, and math (STEM) fields, female attitudes toward computers and computer science, science content instruction strategies for English language learners (ELLs), and blogging as an educational tool. The provided practical workshop curriculum considers the linguistic, cultural, and computational needs of FELLs as well as the role of the family in assisting FELLs in pursuing computer science fields. The outlined four-hour workshop catered toward novice teachers in high school includes blogging strategies that involve basic html coding exercises, pair, group, and whole member activities, and Internet research exercises. Upon completion of the workshop, novice teachers will be ready to encourage FELLs to enter computer science fields.
","abstract_html":"<p> Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are studied cohesively without regard to their individual distinctions and challenges. This unique population has to overcome traditional gender perceptions and linguistic confronts when considering the field of computer science. This paper provides a practical four-hour workshop for novice teachers in high school that are eager to empower female English language learners (FELLs) that demonstrate potential or are interested in entering computer science fields. An overview of research within the last ten years is exhibited, which includes the current state of females in science, technology, engineering, and math (STEM) fields, female attitudes toward computers and computer science, science content instruction strategies for English language learners (ELLs), and blogging as an educational tool. The provided practical workshop curriculum considers the linguistic, cultural, and computational needs of FELLs as well as the role of the family in assisting FELLs in pursuing computer science fields. The outlined four-hour workshop catered toward novice teachers in high school includes blogging strategies that involve basic html coding exercises, pair, group, and whole member activities, and Internet research exercises. Upon completion of the workshop, novice teachers will be ready to encourage FELLs to enter computer science fields.</p>","abstract_has_math":false,"creators":["Althouse, Osaro"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Professor Dr. Brad Washington"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T08:00:00Z","date_published":"2014-12-12T08:00:00Z","updated_at":"2026-07-24T05:43:04Z","subjects":["Blogging","Blogs","ELL","Female English Language Learner","STEM","HTML","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Higher Education","Instructional Media Design","Online and Distance Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/116","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Professor Dr. Brad Washington"]},{"key":"dc:creator","label":"Author","values":["Althouse, Osaro"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Blogging","Blogs","ELL","Female English Language Learner","STEM","HTML","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Higher Education","Instructional Media Design","Online and Distance Education","Secondary Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/116"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are studied cohesively without regard to their individual distinctions and challenges. This unique population has to overcome traditional gender perceptions and linguistic confronts when considering the field of computer science. This paper provides a practical four-hour workshop for novice teachers in high school that are eager to empower female English language learners (FELLs) that demonstrate potential or are interested in entering computer science fields. An overview of research within the last ten years is exhibited, which includes the current state of females in science, technology, engineering, and math (STEM) fields, female attitudes toward computers and computer science, science content instruction strategies for English language learners (ELLs), and blogging as an educational tool. The provided practical workshop curriculum considers the linguistic, cultural, and computational needs of FELLs as well as the role of the family in assisting FELLs in pursuing computer science fields. The outlined four-hour workshop catered toward novice teachers in high school includes blogging strategies that involve basic html coding exercises, pair, group, and whole member activities, and Internet research exercises. Upon completion of the workshop, novice teachers will be ready to encourage FELLs to enter computer science fields.
"]},{"key":"dc:title","label":"Title","values":["Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School"]}]}],"canonical_facts":{"dc:contributor":["Professor Dr. Brad Washington"],"dc:creator":["Althouse, Osaro"],"dc:date.available":["2015-05-08T07:00:00Z"],"dc:description.abstract":["Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are studied cohesively without regard to their individual distinctions and challenges. This unique population has to overcome traditional gender perceptions and linguistic confronts when considering the field of computer science. This paper provides a practical four-hour workshop for novice teachers in high school that are eager to empower female English language learners (FELLs) that demonstrate potential or are interested in entering computer science fields. An overview of research within the last ten years is exhibited, which includes the current state of females in science, technology, engineering, and math (STEM) fields, female attitudes toward computers and computer science, science content instruction strategies for English language learners (ELLs), and blogging as an educational tool. The provided practical workshop curriculum considers the linguistic, cultural, and computational needs of FELLs as well as the role of the family in assisting FELLs in pursuing computer science fields. The outlined four-hour workshop catered toward novice teachers in high school includes blogging strategies that involve basic html coding exercises, pair, group, and whole member activities, and Internet research exercises. Upon completion of the workshop, novice teachers will be ready to encourage FELLs to enter computer science fields.
"],"dc:identifier":["https://repository.usfca.edu/capstone/116"],"dc:subject":["Blogging","Blogs","ELL","Female English Language Learner","STEM","HTML","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods","Higher Education","Instructional Media Design","Online and Distance Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:04Z"}