Abstract
This study examines how the availability of GenAI tools, especially OpenAI’s ChatGPT, influences students’ decisions to pursue a Computer Science (CS) degree, while exploring gender-based differences in their choices. Focused on a 100-level online course for non-CS majors, the analysis centers on two discussion prompts: one from the first week (capturing students’ tech preferences and self-identified gender markers, e.g., pronouns) and another from weeks 7–8 (asking whether they would choose CS as their major post-instruction on foundational topics like coding, privacy, and systems). Responses collected over five years—including pre- and post-November 2022 data—are anonymized and aggregated to identify trends linked to GenAI discourse and U.S. tech layoffs. Key objectives include determining if GenAI’s introduction correlates with shifting perceptions of CS careers and assessing how gender intersects with these decisions. Privacy safeguards ensure confidentiality, with findings presented in aggregate. Preliminary insights aim to enrich discussions on technology education’s evolving landscape, emphasizing how external factors like AI advancements and economic shifts shape academic choices. This work contributes to understanding the interplay between societal narratives, demographic factors (e.g., gender), and educational pathways in an era of rapid technological change.
Presenters
Jie LiuProfessor, Computer Science Division, Western Oregon University, Oregon, United States
Details
Presentation Type
Theme
KEYWORDS
Artificial Intelligence, Computer Science sub culture, Pronouns, Technology Education
