More than that, we cannot simply be exam factories churning out grades and qualifications. We must also prepare them for a future that remains largely uncharted, particularly within the fast paced and often perplexing realm of technology. You may well have heard us talk about future career prospects for our current pupils, or be aware of the statistics that suggest that many of them will go into job roles and careers that don’t even exist yet. It is tempting to reminisce about the perceived simplicities of the past and those “good old days!”, but our duty lies in equipping young people with the tools to thrive in the complexities of tomorrow.

Back at the start of February, I was lucky enough to attend the Senior Leaders Conference at Putney High School in London. This annual conference is a vital forum for educational professionals within the Girl’s Day School Trust to exchange ideas and collaborate, and this year we heard from a range of inspirational speakers, including the very talented Dr Eleanor Drage, of Cambridge University. She delivered a compelling presentation on the challenges posed by artificial intelligence and technology. Her message was not one of doom and gloom, nor did she resort to fearmongering. Instead, she offered a clear and pragmatic message that we must take action to ensure that the future of technological developments remains positive. Crucially, she emphasised the imperative of including young voices, especially those of girls, in shaping the trajectory of technological advancement. Children, she argued, bring unique and invaluable perspectives vital for combating the multifaceted biases that often dominate AI platforms.

Drage highlighted the mechanism by which bias is compounded: by exposing our thinking processes to biased information, we generate further biased information, essentially “washing” away individuality and creating a negative multiplier effect. This is not merely a theoretical concern; there is compelling evidence to suggest that women are routinely discriminated against through AI proxies or “soft data” that suggests gender – like sports, names, activities, and even seemingly neutral language. Even when AI is instructed to disregard gender, it often produces data sets that are inherently gendered.

The numbers on this speak for themselves. Only about 29% of all AI professionals worldwide are women (as of 2024). While this represents a modest improvement from previous years we still have a long way to go. This lack of female representation in AI development is a major concern, as it directly contributes to the perpetuation of gender bias in these technologies. Furthermore, the problem is not confined to the present; it is reflected in our cultural narratives. In 100 years of sci-fi films featuring AI, only 9 out of 116 AI professionals were female. Many of these female characters were relegated to stereotypical roles, such as the sacrificial lamb for a male protagonist, or were transformed into sexualised AI robots. These portrayals reinforce harmful stereotypes and arguably have further marginalised women in the field.

Therefore, AI and technology are inherently feminist issues. The algorithms that shape our world are not neutral, but instead, they reflect the biases of their creators. It is imperative that girls are part of the conversation, that they are empowered to challenge, innovate, and shape the future of technology.

To read more please see here.

Miss Kneen
Deputy Head Pastoral