About this paper

Appears in:
Pages: 7076-7079
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1692

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

CODING SKILLS ARE ACQUIRED GENDER-INDEPENDENTLY IN THE K-12 SYSTEM: THE TOOLBOX.ACADEMY EXPERIENCE

F. Vico1, M. Molina1, D. Orden2, F. Rivas-Ruiz3, R. García4, J. Masa4

1University of Malaga, Departamento de Lenguajes y Ciencias de la Computación (SPAIN)
2University of Alcala, Departamento de Física y Matemática (SPAIN)
3Hospital Costa del Sol, Research Unit (SPAIN)
4ToolboX Academy (SPAIN)
Gender inequality in accessing STEM studies is a serious problem that higher education needs to solve. But the reasons for this are not clear yet. Among the arguments considered, a prevalent one has to do with a supposed innate male competence for science and engineering. In a controlled experiment involving 356 female and 394 male participants, of ages ranging from 6 to 18 years, subjects were asked to solve tasks by writing computer programs, and performance was measured as the number of tasks solved in a given time. Statistical analysis of the learning curves showed that female participants performed as well as male participants in acquiring coding skills and problem-solving. This result contradicts this innate bias, showing that both genders qualify at the same level for computer programming, and suggets policies to gender-balance affiliation to STEM careers, since an early exposure to the computer sciences might combat stereotypes like "coding is only for boys". In the paper we analyze in detail the main results of this experiment, as well as direct feedback from female and male subjects in solving the tasks.
@InProceedings{VICO2019COD,
author = {Vico, F. and Molina, M. and Orden, D. and Rivas-Ruiz, F. and Garc{\'{i}}a, R. and Masa, J.},
title = {CODING SKILLS ARE ACQUIRED GENDER-INDEPENDENTLY IN THE K-12 SYSTEM: THE TOOLBOX.ACADEMY EXPERIENCE},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1692},
url = {http://dx.doi.org/10.21125/edulearn.2019.1692},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {7076-7079}}
TY - CONF
AU - F. Vico AU - M. Molina AU - D. Orden AU - F. Rivas-Ruiz AU - R. García AU - J. Masa
TI - CODING SKILLS ARE ACQUIRED GENDER-INDEPENDENTLY IN THE K-12 SYSTEM: THE TOOLBOX.ACADEMY EXPERIENCE
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1692
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 7076
EP - 7079
ER -
F. Vico, M. Molina, D. Orden, F. Rivas-Ruiz, R. García, J. Masa (2019) CODING SKILLS ARE ACQUIRED GENDER-INDEPENDENTLY IN THE K-12 SYSTEM: THE TOOLBOX.ACADEMY EXPERIENCE, EDULEARN19 Proceedings, pp. 7076-7079.
User:
Pass: