Elementary Attitudes Toward Computer Science
DOI:
https://doi.org/10.58445/rars.428Keywords:
computer science, STEM, gender disparity, parental perceptions, attitudes, education, elementary studentsAbstract
This study explores the distinctions among elementary students in the greater Seattle area and their attitudes toward computer science. The objective of this study is to determine variations between how girls and boys feel about topics like their appreciation towards computer science (CS), their engagement in computer science (CS), and their future computer science (CS) work aspirations. Additionally, the study seeks to gather more information on their parental attitudes and values towards computer science. This survey was primarily distributed in person to kids at public parks across various cities near Seattle, with a few virtual samples coming from different references. The survey was completed by 106 kids total, 53 girls and boys, all falling within the age range of 6 - 11 years old. The findings reveal that, while boys and girls have parents with similar attitudes and values towards computer science, notable gender differences emerge in other areas. For example, boys had a higher appreciation, engagement, and future work aspirations in computer science than their female counterparts. These results imply that even in a tech hub like Seattle with families of relatively higher incomes, the gender disparity for computer science is still very prevalent. This disparity at such a young education age for elementary children raises concerns about its potential to affect children's future career decisions. In conclusion, this study highlights how important it is to address gender-related disparities in computer science attitudes and aspirations among elementary students, to create a more equitable environment and future for all students.
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