There are 4 key systems influencing human development: 
- microsystem- individual, parents, teachers, peers
- mesosystem- relationships between multiple microsystems (e.g. parent-teacher differing expectations)
- exosystem- systems that affect but do not contain an individual (e.g. SES, parental employment and networks, public policy and education, the media)
- macrosystem- overarching sociocultural values and beliefs

Bronfenbrenner's Ecological Systems Theory of Child Development

Gender is a social structure embedded in individual, interactional, and institutional dimensions of society.

Risman's Gender Structure Theory

- deficits in women (lack of interest, experience, skills)
- deficits in computer science teaching (reaching female students less effectively)
- deficits in the "image" of computer science (more favorable to male students)

3 Models Explaining Female Deficits in Computer Science 

The socio-ecological framework for understanding the gender gap in computer science integrates concepts from both Bronfenbrenner's ecological systems theory of child development and Risman's gender structure theory.

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Michell et al. (2018) established a socio-ecological framework to help understand the origins of the gender gap in computer science and how it may be addressed across its several levels or dimensions.

Socio-Ecological Framework for Understanding Gender Gap in Computer Science

Michell, D., Szabo, C., Falkner, K., & Szorenyi, A. (2018). Towards a socio-ecological framework to address gender inequity in computer science. Computers and Education, 126, 324-333. https://10.1016/j.compedu.2018.07.019 

Towards a Socio-Ecological Framework to Address Gender Inequity in Computer Science

- How does our investigation of the gender gap in computer science fit into this framework?
- Factors at the various levels may be influencing study habits that contribute to gender differences (e.g. social costs, different parental pressures by gender, overshadowing cultural stereotypes about gender)
- When considering interventions, only addressing one level of this framework will be incomplete in alleviating the gender gap --> must consider all levels

Takeaways

The Michell et al. (2018) study administered a survey to secondary school Digital Technologies teachers in Australia in 2017. The survey focused on three elements of teaching: first, the curriculum, policies, and resources currently in place or lacking; second, whether teachers perceived diversity, with a focus on gender diversity, as an issue in their classes; and third, what actions were taken to address gender and other forms of diversity. The researchers analyzed the survey responses using open coding and matched the resulting themes against Bronfenbrenner's multi-level model.

Methods: Survey of Digital Technologies Teachers on Gender Diversity

Michell et al. (2018) sorted relevant survey response data regarding the gender gap in computer science into the four categories set forth by Bronfenbrenner's multi-level model, combining this with relevant governmental policies in Australia at the time that also correspond with the four categories:
- Macrosystem
- Exosystem
- Mesosystem
- Microsystem

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