AI specialist embarks on US-UK exchange to improve diversity in computing

A University of Edinburgh academic and AI specialist will spend a term at one of the top universities in the world this autumn in order to explore ways to encourage more young people from disadvantaged groups to study computing.

Fiona McNeill has been awarded an All Disciplines Scholar Award from the Fulbright Commission and will head to California, the home of Silicon Valley, as part of an academic exchange.

The number of girls studying computing is falling and researchers have warned that the continued male dominance of the digital space could harm the UK’s aim to be a technology ‘superpower’.[1]

Fiona McNeill, a Reader in Computing Education, already runs a tutoring programme for pupils in disadvantaged communities and introduced one of the first robotics competitions for schools. 

Her award at the University of California, San Diego is part of the longstanding US-UK Fulbright Commission exchange programme and she will be furthering her research at first hand on how UC San Diego has successfully broadened the appeal of tech subjects.

Co-funding this Fulbright award is the Rita Allen Foundation, a US philanthropic funder of transformative early-stage research ideas and civic engagement.

And this North American foundation has invited Fiona to join their pioneering Civic Science Network as a Civic Science Associate – addressing biases and fostering inclusivity in research environments.

Fiona McNeill said: “The fundamental problem is that computer scientists are not very diverse. The discipline tends to be dominated by white and Asian males from more affluent social backgrounds.

“Correcting that imbalance is really important because this technology is driving society.  For example, when Apple[2] developed its ‘Health’ app, there was no tracking of periods. The fact that this could be important hadn’t crossed the minds of its male designers. Similar issues come up all the time everywhere.

Fiona began her career working in AI but has always been interested in education and how to broaden the appeal of computing. She will use her time in San Diego to study the inclusive policies introduced there, why they work and whether they would be equally successful if replicated in Scotland.

Fiona added: “I’ve been doing collaborative work with UC San Diego for a couple of years now. They’ve changed their student support model and we’ve been working together to see how students are responding to that.

“They’ve had a lot of success, however the environments are very different.  I wanted to spend time there to experience it for myself and see what we might be able to copy.

“For this project I’ll be looking at what we can do to improve retention and outcomes for those who go to university. For example, as well as being less likely to take computing in schools, girls are more likely to drop out once they get to university and more likely to end up in a job in a different sector.

“We need to create an environment where girls and young people from disadvantaged backgrounds feel ‘this is the place for me’.”

The US-UK Fulbright Commission was established in the aftermath of the Second World War to foster better understanding between the US and the UK, and promote the empathy gained from cultural immersion.

Active in 150 countries, the Fulbright programme is the largest international education exchange in the world: more than 370,000 people have participated in it globally since it began, and over 25,000 have received US-UK Fulbright awards. 

Sixty-two Fulbright alumni have won Nobel Prizes; 88 have won Pulitzer Prizes and 40 have served as head of state or government.

Maria Balinska, Executive Director of the US-UK Fulbright Commission, said: “Our vision is a world where there are no obstacles to learning, understanding and collaboration.

“Today there are many global challenges to overcome, and the world needs compassionate leaders to tackle them.

“This year’s cohort of awardees will be placing cultural engagement at the heart of their experiences as they undertake ambitious study and research programmes in the US: I am filled with hope for the wonderful collaborations that will ensue.”

Elizabeth Christopherson, President and CEO of the Rita Allen Foundation, said: “The Rita Allen Foundation is pleased to partner with the US–UK Fulbright Commission to support trailblazers co-creating a future where all people can shape science to expand its benefits and horizons.

“We are eager to welcome Fiona to the dynamic community of Civic Science Associates and Fellows working to create new bridges for learning across sectors and communities, using the tools of science and evidence to open access for new generations.”

Fiona McNeill will join a cohort of 31 Fulbrighters heading to the USA from the UK for 2024-25 and is one of a long line of over 600 Fulbright awardees that have headed to California since 1949.  

New report calls for action on tutoring and mentoring to help close Scotland’s attainment gap

Stark gaps in educational attainment in Scotland could be reduced through the rollout of mentoring and tutoring support, according to a new report.

Highlighting evidence showing that mentoring and tutoring have positive impacts on attainment for young people living in the grip of poverty, the report, based on research conducted by the Poverty Alliance for The Robertson Trust, calls for mentoring and tutoring to be available and targeted to all school-aged children and young people at risk of poverty in Scotland. 

It showed that high-quality tutoring programmes, in particular, can significantly reduce inequalities in educational attainment. Despite this, the report reveals that the provision of free tuition for young people living in Scotland is sparse.

In comparison to the National Tutoring Programme, which provides free tuition for pupils in England and Wales, the Scottish Government has not committed to widespread, accessible tuition as part of Covid-19 recovery.

Published yesterday on National Mentoring Day, the report highlights the success of mentoring as an effective intervention for improving self-confidence and raising aspirations amongst young people affected by poverty.

Earlier this year, the Scottish Government and The Hunter Foundation committed to the expansion of mentoring and leadership support for care-experienced young people through funding the roll-out of MCR Pathways’ Young Scottish Talent and Columba 1400’s Leadership Academies across Scotland. 

However, this report reveals a mixed landscape in terms of mentoring provision, with geographical gaps and a lack of provision directed at groups of children and young people who are more likely to be living in poverty compounded by other forms of disadvantage.

Dr Jim McCormick, Chief Executive, The Robertson Trust said: “Too many young people across Scotland are seeing their life chances restricted by poverty.  

“At a time when painstaking progress is at risk of unravelling, it is deeply concerning to see any research which highlights an uneven educational playing field. The lack of free tutoring support is just one example of this and something that will invariably put young people living in poverty at a further disadvantage. 

“We are keen to use these findings to understand what the role of an independent funder should be in working towards equal access to tutoring/mentoring opportunities which can lead to positive academic, developmental and emotional outcomes.

“Based on what we’ve heard, we are calling for greater collaboration between funders and support organisations to help bridge the gaps, both to level the playing field and to build a stronger evidence base of what works. 

“Equally, we hope that this review will stimulate renewed commitment to act on the poverty-related attainment gap across Scotland, particularly in light of the disproportionate impact Covid-19 has had on those most affected.” 

Dr Laura Robertson, Research Officer at the Poverty Alliance and lead author of the review, said: “The Scottish Government has put tackling the poverty-based attainment gap at the heart of its agenda.

“However, inequalities in education attainment remain stark. Covid-19 has not only tightened the grip of poverty on the lives of many children and young people, but has also exacerbated these inequalities. Now, more than ever, children and young people need access to additional support.  

“This report reveals that – despite the evidence that it works – young people living in poverty still don’t have equal access to high quality tutoring free of charge. In a just society, all children and young people should have access to support that allows them to reach their potential, so the Scottish Government must – if it wants to end the attainment gap – respond with action.”