Voice Across Gender: Factors Influencing Students’ Intention to Continue Studying Computer Science in Türkiye

Despite global efforts to improve gender equity in STEM, gender disparities persist in Computer Science (CS) education, particularly in Türkiye, where cultural and institutional factors shape academic pathways. This embedded mixed-methods study investigates how high school experiences, mentorship, role models, extracurricular activities, and social influences relate to first-year university students' intentions to continue their studies in CS, with a specific focus on gender-based differences. Survey data from 369 students across Türkiye reveal no statistically significant association between continuation intention and variables such as prior programming experience, mentorship, or extracurricular engagement. Qualitative findings underscore the importance of familial and cultural expectations, with both encouragement and discouragement from family playing a central role. Students frequently cited family members as both their strongest supporters and primary sources of pressure to pursue more socially prestigious fields like medicine. These findings highlight the limited impact of formal support and the strong influence of social norms in shaping CS persistence. The study contributes to the literature by centering student voices across gender identities and offering culturally contextualized insights into educational equity in Türkiye. Implications include the need for inclusive pedagogies, early CS exposure, and targeted outreach to families to broaden participation in computing education.