The national conversation about STEM education continues. While math and science have been a constant in K-12 and higher education, curriculum in technology and engineering have not been consistently part of the tapestry of American education. As such, there is a dearth of qualified candidates for the ever-growing number of computer science and engineering career opportunities. Prevailing stereotypes that depict the typical workforce in these industries as White and male contribute to the lack of representation of other groups. This study focused on the representation of girls and young women in computer science between the years of 2005 - 2018. Data tracking on Advanced Placement (AP) computer science enrollment started in 2005, making this an optimal year to start data collection. The researcher ended collection of articles in 2018. Using 47 articles from one of the country's newspapers with the highest readership and with wide-reaching influence, "The New York Times", a variety of concepts were coded and analyzed in a mixed-method design. Overarching themes emerged and formed a narrative about girls and young women in computer science. Within the text of the articles, causes for the disparity and solutions were explored. There was little conversation about policy changes. Various stakeholders who influence education pathways can use the findings of this study to craft solutions to what "The New York Times" chronicled as a national crisis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]