HER TECH mission is clear: to develop evidence-based strategies that create a gender-sensitive educational environment, encouraging girls to pursue ICT studies and careers. While policy and frameworks are essential, real change often starts on the ground, in classrooms and community centers where students first encounter technology.
As part of our research into effective engagement strategies, the HER TECH team conducted in-depth interviews with two pioneering Swedish initiatives: Kodcentrum and TechLab in Nyköping. Both organizations are tackling the gender gap in technology from unique angles, yet their insights converge on a powerful message: to engage girls, we must change not just who participates, but how technology is presented.
Here are the four key takeaways from our conversations that will inform HER TECH’s upcoming teaching framework and policy recommendations.
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From “Geekery” to Creativity: The “Digital Woodshop” Model
One of the most significant barriers identified in our research is the stereotypical image of the “tech geek”—a label that often alienates young girls. Both Kodcentrum and TechLab are actively dismantling this stereotype by reframing technology as a creative craft.
Toning Down the Tech: At TechLab, teachers consciously “tone down” the technical geekery and “tone up” soft values like creativity, collaboration, and design. They describe their workshops as a “digital woodshop”. The focus shifts from abstract coding to creating tangible, physical products.
Visual Entry Points: Similarly, Kodcentrum utilizes tools like Imagicharms, allowing girls to program emojis and images. This makes the entry point visual and expressive rather than purely logical.
Collaborative Arenas: By structuring group projects where diverse skills—following blueprints, choosing colors, and programming—are equally valued, girls find it easier to take a “natural place on the arena. Technology becomes a tool for creation, not just a subject to be mastered in isolation.
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The Equity of Mandatory Participation
A standout theme from the TechLab interviews is the critical importance of obligatory participation. While elective programs are common, they often fall into an “opt-in” trap where the same group of tech-interested boys signs up repeatedly.
Preventing the Drop-Out: TechLab argues that making tech programs mandatory for specific grades (3, 5, 6, and 8) is the “absolute key” to success. This ensures equity and prevents girls from self-selecting out due to social stereotypes before they’ve had a chance to try.
The Red Thread: Both initiatives agree that interest must be sparked early and sustained. TechLab aims to create a “red thread” throughout a student’s schooling to prevent the typical dip in interest that girls often experience when reaching high school. This aligns directly with HER TECH’s objective to design interventions that support retention across different educational stages.
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A Multi-Layered Approach to Role Models
Representation matters, but our interviews revealed that effective role modeling requires a spectrum of visibility, not just industry icons.
Relatable Mentors: Kodcentrum utilizes high school students and female professionals from companies like Spotify and Microsoft. This shows girls that “cool girls” work in tech, bridging the gap between school and career.
The Teacher as Model: At TechLab, the “lead teachers” (who are men) recognize a unique opportunity: by training classroom teachers—the majority of whom are women in primary and middle school—they are creating immediate female tech role models. When these female teachers lead lessons using borrowed tech materials, it challenges the stereotype that tech is a “male” field.
Family Engagement: TechLab hosts family nights to bridge the gap between school and home. They specifically note that if mothers engage with the technology, it becomes significantly easier for their daughters to envision themselves in those roles.
Connecting Practice to Policy
These insights are invaluable to the HER TECH project. They validate our hypothesis that engagement strategies must be gender-sensitive and that structural changes (like mandatory curriculum access) are just as important as pedagogical ones.
