S. de Wit
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Women are underrepresented in Computer Science (CS) and related fields. Having a better gender representation of society in CS contributes to including diverse perspectives on how we shape a field that profoundly impacts society. More women in CS also results in more people filling the high number of CS vacancies, more opportunities for women to become financially independent, more innovations, and reduced biases in technology.
Girls and women who decide to not pursue a CS career do so at different ages and for various reasons. These reasons include low self-efficacy, lack of interest development, and stereotypes. However, there are still gaps and contradictions in the literature, including, but not limited to, the lack of quantitative research on the stereotypes and interests in a CS career among (young) children within Europe. Moreover, little is known about the gender inclusivity of CS educational resources, such as books and programming tools, for children attending primary and secondary education.
This thesis focuses on programming education and girls in primary and secondary schools. We aim to gain insights into children's images of computer scientists and the characteristics of children interested in a CS career within the Netherlands. Moreover, we aim to gain insights into whether current CS educational resources contribute to creating equal opportunities for children of all genders.
To gain insights into CS stereotypes, we conducted a quantitative study in a Dutch science museum. We collected data on children's beliefs regarding a computer scientist's gender, social skills and interests. We measured children's implicit, or unconscious, stereotypes with Implicit Association Tests. We found that our participants implicitly believe that computer scientists are social and have an interest in video gaming. Through Likert scale questions, we found that our participants have the explicit, or conscious, belief that computer scientists are male, social and have an interest in video gaming. In this study, we also included an experiment; part of the participants watched a video of either a man or woman explaining what a computer scientist does. The intervention had few significant effects. An exception is participants explicitly indicating computer scientists as more social after watching the video.
To gain insights into CS career interests, we studied whether children at a Dutch science museum have an interest in becoming computer scientists through self-reported questions. On average, participants had a low interest in a CS career. We found a higher interest in a CS career in boys, children who are interested in computers or video gaming, children who gained programming experience at home or at an out-of-school activity, and children who believe that programmers are social. Moreover, girls who believe that a CS career is for girls had a higher CS career interest than girls who don't have this belief.
To gain insights into CS educational resources, we analysed the characters illustrated in ten programming books for children. We analysed gender, occurrence with others, and interests. Except for one book, they all contain more masculine than feminine characters. The majority of the books have at least half of their characters illustrated alone. Only 15% of the characters illustrated have an identifiable interest in computers and robots. Over two-thirds of the characters fit at least one stereotypical trait.
Additionally, we explored project type preferences and behaviour in the programming language Hedy. We analysed programs in the context of story, game and visual assignments. We found that all children worked most on the game assignments, independently of their gender. We identified gender differences in the length and number of (unique) commands used in the Hedy programs. Most of the differences occurred in the more elaborate assignments.
Within this thesis, we used different methods to research stereotypes, career orientation, educational materials and programming languages.
Based on our work, we suggest that CS education ensures the encounter of counter-stereotypes on multiple occasions, stimulates collaborative learning and uses a context that sparks interest in a diverse group of students. Our results and implications contribute to enabling equitable learning opportunities in CS for all children. In this way, we can make Computer Science more appealing to girls. ...
Girls and women who decide to not pursue a CS career do so at different ages and for various reasons. These reasons include low self-efficacy, lack of interest development, and stereotypes. However, there are still gaps and contradictions in the literature, including, but not limited to, the lack of quantitative research on the stereotypes and interests in a CS career among (young) children within Europe. Moreover, little is known about the gender inclusivity of CS educational resources, such as books and programming tools, for children attending primary and secondary education.
This thesis focuses on programming education and girls in primary and secondary schools. We aim to gain insights into children's images of computer scientists and the characteristics of children interested in a CS career within the Netherlands. Moreover, we aim to gain insights into whether current CS educational resources contribute to creating equal opportunities for children of all genders.
To gain insights into CS stereotypes, we conducted a quantitative study in a Dutch science museum. We collected data on children's beliefs regarding a computer scientist's gender, social skills and interests. We measured children's implicit, or unconscious, stereotypes with Implicit Association Tests. We found that our participants implicitly believe that computer scientists are social and have an interest in video gaming. Through Likert scale questions, we found that our participants have the explicit, or conscious, belief that computer scientists are male, social and have an interest in video gaming. In this study, we also included an experiment; part of the participants watched a video of either a man or woman explaining what a computer scientist does. The intervention had few significant effects. An exception is participants explicitly indicating computer scientists as more social after watching the video.
To gain insights into CS career interests, we studied whether children at a Dutch science museum have an interest in becoming computer scientists through self-reported questions. On average, participants had a low interest in a CS career. We found a higher interest in a CS career in boys, children who are interested in computers or video gaming, children who gained programming experience at home or at an out-of-school activity, and children who believe that programmers are social. Moreover, girls who believe that a CS career is for girls had a higher CS career interest than girls who don't have this belief.
To gain insights into CS educational resources, we analysed the characters illustrated in ten programming books for children. We analysed gender, occurrence with others, and interests. Except for one book, they all contain more masculine than feminine characters. The majority of the books have at least half of their characters illustrated alone. Only 15% of the characters illustrated have an identifiable interest in computers and robots. Over two-thirds of the characters fit at least one stereotypical trait.
Additionally, we explored project type preferences and behaviour in the programming language Hedy. We analysed programs in the context of story, game and visual assignments. We found that all children worked most on the game assignments, independently of their gender. We identified gender differences in the length and number of (unique) commands used in the Hedy programs. Most of the differences occurred in the more elaborate assignments.
Within this thesis, we used different methods to research stereotypes, career orientation, educational materials and programming languages.
Based on our work, we suggest that CS education ensures the encounter of counter-stereotypes on multiple occasions, stimulates collaborative learning and uses a context that sparks interest in a diverse group of students. Our results and implications contribute to enabling equitable learning opportunities in CS for all children. In this way, we can make Computer Science more appealing to girls. ...
Women are underrepresented in Computer Science (CS) and related fields. Having a better gender representation of society in CS contributes to including diverse perspectives on how we shape a field that profoundly impacts society. More women in CS also results in more people filling the high number of CS vacancies, more opportunities for women to become financially independent, more innovations, and reduced biases in technology.
Girls and women who decide to not pursue a CS career do so at different ages and for various reasons. These reasons include low self-efficacy, lack of interest development, and stereotypes. However, there are still gaps and contradictions in the literature, including, but not limited to, the lack of quantitative research on the stereotypes and interests in a CS career among (young) children within Europe. Moreover, little is known about the gender inclusivity of CS educational resources, such as books and programming tools, for children attending primary and secondary education.
This thesis focuses on programming education and girls in primary and secondary schools. We aim to gain insights into children's images of computer scientists and the characteristics of children interested in a CS career within the Netherlands. Moreover, we aim to gain insights into whether current CS educational resources contribute to creating equal opportunities for children of all genders.
To gain insights into CS stereotypes, we conducted a quantitative study in a Dutch science museum. We collected data on children's beliefs regarding a computer scientist's gender, social skills and interests. We measured children's implicit, or unconscious, stereotypes with Implicit Association Tests. We found that our participants implicitly believe that computer scientists are social and have an interest in video gaming. Through Likert scale questions, we found that our participants have the explicit, or conscious, belief that computer scientists are male, social and have an interest in video gaming. In this study, we also included an experiment; part of the participants watched a video of either a man or woman explaining what a computer scientist does. The intervention had few significant effects. An exception is participants explicitly indicating computer scientists as more social after watching the video.
To gain insights into CS career interests, we studied whether children at a Dutch science museum have an interest in becoming computer scientists through self-reported questions. On average, participants had a low interest in a CS career. We found a higher interest in a CS career in boys, children who are interested in computers or video gaming, children who gained programming experience at home or at an out-of-school activity, and children who believe that programmers are social. Moreover, girls who believe that a CS career is for girls had a higher CS career interest than girls who don't have this belief.
To gain insights into CS educational resources, we analysed the characters illustrated in ten programming books for children. We analysed gender, occurrence with others, and interests. Except for one book, they all contain more masculine than feminine characters. The majority of the books have at least half of their characters illustrated alone. Only 15% of the characters illustrated have an identifiable interest in computers and robots. Over two-thirds of the characters fit at least one stereotypical trait.
Additionally, we explored project type preferences and behaviour in the programming language Hedy. We analysed programs in the context of story, game and visual assignments. We found that all children worked most on the game assignments, independently of their gender. We identified gender differences in the length and number of (unique) commands used in the Hedy programs. Most of the differences occurred in the more elaborate assignments.
Within this thesis, we used different methods to research stereotypes, career orientation, educational materials and programming languages.
Based on our work, we suggest that CS education ensures the encounter of counter-stereotypes on multiple occasions, stimulates collaborative learning and uses a context that sparks interest in a diverse group of students. Our results and implications contribute to enabling equitable learning opportunities in CS for all children. In this way, we can make Computer Science more appealing to girls.
Girls and women who decide to not pursue a CS career do so at different ages and for various reasons. These reasons include low self-efficacy, lack of interest development, and stereotypes. However, there are still gaps and contradictions in the literature, including, but not limited to, the lack of quantitative research on the stereotypes and interests in a CS career among (young) children within Europe. Moreover, little is known about the gender inclusivity of CS educational resources, such as books and programming tools, for children attending primary and secondary education.
This thesis focuses on programming education and girls in primary and secondary schools. We aim to gain insights into children's images of computer scientists and the characteristics of children interested in a CS career within the Netherlands. Moreover, we aim to gain insights into whether current CS educational resources contribute to creating equal opportunities for children of all genders.
To gain insights into CS stereotypes, we conducted a quantitative study in a Dutch science museum. We collected data on children's beliefs regarding a computer scientist's gender, social skills and interests. We measured children's implicit, or unconscious, stereotypes with Implicit Association Tests. We found that our participants implicitly believe that computer scientists are social and have an interest in video gaming. Through Likert scale questions, we found that our participants have the explicit, or conscious, belief that computer scientists are male, social and have an interest in video gaming. In this study, we also included an experiment; part of the participants watched a video of either a man or woman explaining what a computer scientist does. The intervention had few significant effects. An exception is participants explicitly indicating computer scientists as more social after watching the video.
To gain insights into CS career interests, we studied whether children at a Dutch science museum have an interest in becoming computer scientists through self-reported questions. On average, participants had a low interest in a CS career. We found a higher interest in a CS career in boys, children who are interested in computers or video gaming, children who gained programming experience at home or at an out-of-school activity, and children who believe that programmers are social. Moreover, girls who believe that a CS career is for girls had a higher CS career interest than girls who don't have this belief.
To gain insights into CS educational resources, we analysed the characters illustrated in ten programming books for children. We analysed gender, occurrence with others, and interests. Except for one book, they all contain more masculine than feminine characters. The majority of the books have at least half of their characters illustrated alone. Only 15% of the characters illustrated have an identifiable interest in computers and robots. Over two-thirds of the characters fit at least one stereotypical trait.
Additionally, we explored project type preferences and behaviour in the programming language Hedy. We analysed programs in the context of story, game and visual assignments. We found that all children worked most on the game assignments, independently of their gender. We identified gender differences in the length and number of (unique) commands used in the Hedy programs. Most of the differences occurred in the more elaborate assignments.
Within this thesis, we used different methods to research stereotypes, career orientation, educational materials and programming languages.
Based on our work, we suggest that CS education ensures the encounter of counter-stereotypes on multiple occasions, stimulates collaborative learning and uses a context that sparks interest in a diverse group of students. Our results and implications contribute to enabling equitable learning opportunities in CS for all children. In this way, we can make Computer Science more appealing to girls.
Conference paper
(2025)
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Caroline Pechenik, Angela Zavaleta Bernuy, Selina Marianna Shah, Shirley De Wit, Emmanuel Awuni Kolog, Oscar Karnalim, Mohammed Farghally, Carlos Aníbal Suárez, Jack Parkinson, More authors...
Several studies have confirmed that undergraduates in computing programs frequently experience the Impostor Phenomenon (IP). However, this work has largely focused on North America and Europe, and no work has evaluated graduate students in computing. This study evaluates the rate of IP experiences in graduate programs globally to determine whether rates of IP experiences are consistent and whether there are institutions or locations with lower rates of IP that might inform the development of support systems to reduce its prevalence. We perform a multi-institutional, multi-national survey-based study of 11 institutions, with at least one on every populated continent. The survey asks graduate students to complete the Clance IP scale (CIPS), which is the standard evaluation instrument for IP, as well as to answer a number of demographic questions that establish their experience level, gender, and ethnicity. We evaluate the overall level of IP experiences at each institution as well as across regions, and we explore the interaction between CIPS scores, region, and demographic factors.
...
Several studies have confirmed that undergraduates in computing programs frequently experience the Impostor Phenomenon (IP). However, this work has largely focused on North America and Europe, and no work has evaluated graduate students in computing. This study evaluates the rate of IP experiences in graduate programs globally to determine whether rates of IP experiences are consistent and whether there are institutions or locations with lower rates of IP that might inform the development of support systems to reduce its prevalence. We perform a multi-institutional, multi-national survey-based study of 11 institutions, with at least one on every populated continent. The survey asks graduate students to complete the Clance IP scale (CIPS), which is the standard evaluation instrument for IP, as well as to answer a number of demographic questions that establish their experience level, gender, and ethnicity. We evaluate the overall level of IP experiences at each institution as well as across regions, and we explore the interaction between CIPS scores, region, and demographic factors.
Even though the field of Computer Science (CS) affects different aspects of society, several groups of society are underrepresented, including women and nonbinary people. Children might have different learning opportunities in CS due to their project preferences. Girls are likelier to work on stories and simple programs in Scratch, whereas boys tend to create games and more complex programs. We explore whether preferences and program implementation differ between genders within a story, game and visual adventure in Hedy, a gradual textual programming language. We analysed 14,233 programs within five Hedy levels created by 2,819 users who turned 10 to 14 in 2023. We found that boys, girls and nonbinary children worked most on the game adventure. Within the individual adventures, gender differences occur in all three adventures in the most elaborate Hedy level analysed. However, for some levels, no gender differences were found. Thus, programming assignments can be created in which children of different genders work on similar programs in terms of size and number of (unique) commands used.
...
Even though the field of Computer Science (CS) affects different aspects of society, several groups of society are underrepresented, including women and nonbinary people. Children might have different learning opportunities in CS due to their project preferences. Girls are likelier to work on stories and simple programs in Scratch, whereas boys tend to create games and more complex programs. We explore whether preferences and program implementation differ between genders within a story, game and visual adventure in Hedy, a gradual textual programming language. We analysed 14,233 programs within five Hedy levels created by 2,819 users who turned 10 to 14 in 2023. We found that boys, girls and nonbinary children worked most on the game adventure. Within the individual adventures, gender differences occur in all three adventures in the most elaborate Hedy level analysed. However, for some levels, no gender differences were found. Thus, programming assignments can be created in which children of different genders work on similar programs in terms of size and number of (unique) commands used.
Women are underrepresented in Computer Science (CS). Closing the gender gap in CS benefits the economy, gender equality and society. However, girls have low CS interest while interest energizes learning and guides career trajectories. We explore the effects of the user interface of Hedy, a graduate language which teaches the syntax of Python, on the development of CS interest in girls.
...
Women are underrepresented in Computer Science (CS). Closing the gender gap in CS benefits the economy, gender equality and society. However, girls have low CS interest while interest energizes learning and guides career trajectories. We explore the effects of the user interface of Hedy, a graduate language which teaches the syntax of Python, on the development of CS interest in girls.
Children's Interest in a CS Career
Exploring Age, Gender, Computer Interests, Programming Experience and Stereotypes
Background and Context. Increasing gender diversity in the field of Computer Science (CS) benefits the economy as well as gender equality. However, several obstacles - including underdeveloped CS interests, lack of programming experience, and a misfit with the stereotypes of computer scientists - prevent women from entering the field. Although these barriers develop from an early age, research focused on children is limited. Furthermore, limited work is done within European countries. Objectives. In this study, we research the interest children aged 7 to 14 have in a CS career. Additionally, we look into whether children with different characteristics have a different interest in CS. As such our research question: How does children's interest in a CS career differ based on their a) age, b) gender, c) computer interests, d) programming experience, and e) stereotypical beliefs? Method. We collected data from 200 children in a science museum located in the Netherlands. We gathered data on their gender, age, computer interests, programming experience, stereotypical beliefs and interest in becoming a programmer - as representative of a CS career. We used self-reported closed questions and reduced-length Child Implicit Association Tests. Findings. In general, the participating children are not interested in a CS career. We did find several characteristics related to a higher interest in a CS career: being a boy, having an interest in computers or video gaming, gaining programming experience at home or at an out-of-school activity, and the belief that programmers are social. Implications. To increase the participation of women in CS, we suggest motivating girls more to engage in computer and programming activities - especially out-of-school activities - while ensuring that these activities are gender inclusive.
...
Background and Context. Increasing gender diversity in the field of Computer Science (CS) benefits the economy as well as gender equality. However, several obstacles - including underdeveloped CS interests, lack of programming experience, and a misfit with the stereotypes of computer scientists - prevent women from entering the field. Although these barriers develop from an early age, research focused on children is limited. Furthermore, limited work is done within European countries. Objectives. In this study, we research the interest children aged 7 to 14 have in a CS career. Additionally, we look into whether children with different characteristics have a different interest in CS. As such our research question: How does children's interest in a CS career differ based on their a) age, b) gender, c) computer interests, d) programming experience, and e) stereotypical beliefs? Method. We collected data from 200 children in a science museum located in the Netherlands. We gathered data on their gender, age, computer interests, programming experience, stereotypical beliefs and interest in becoming a programmer - as representative of a CS career. We used self-reported closed questions and reduced-length Child Implicit Association Tests. Findings. In general, the participating children are not interested in a CS career. We did find several characteristics related to a higher interest in a CS career: being a boy, having an interest in computers or video gaming, gaining programming experience at home or at an out-of-school activity, and the belief that programmers are social. Implications. To increase the participation of women in CS, we suggest motivating girls more to engage in computer and programming activities - especially out-of-school activities - while ensuring that these activities are gender inclusive.
Conference paper
(2021)
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S. de Wit, Felienne Hermans, E.A. Aivaloglou
Motivation Only 27% of computer and mathematical scientists in the United States and 18% of IT specialists in Europe are women. The under-representation of women in the field of Computer Science is, among other things, influenced by stereotypes of computer scientists. These stereotypes include being male, asocial and having an (obsessive) interest in computers. Even though stereotypical beliefs can develop at an early age, research on children’s stereotypes of computer scientists is sparse and inconclusive.
Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes.
Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study.
Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills.
Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science. ...
Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes.
Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study.
Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills.
Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science. ...
Motivation Only 27% of computer and mathematical scientists in the United States and 18% of IT specialists in Europe are women. The under-representation of women in the field of Computer Science is, among other things, influenced by stereotypes of computer scientists. These stereotypes include being male, asocial and having an (obsessive) interest in computers. Even though stereotypical beliefs can develop at an early age, research on children’s stereotypes of computer scientists is sparse and inconclusive.
Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes.
Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study.
Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills.
Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science.
Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes.
Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study.
Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills.
Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science.