Teacher responses to student gender differences

Abstract

The recent uncertainties in computer science (CS) enrollments have prompted computer science educators to seek ways to increase interest in CS, especially among women. Several current approaches to increasing gender balance in CS have been based on pre-college intervention, recruitment, and curriculum change. Less attention has been paid to the ways in which instructors respond differently - even unconsciously - to females and males in computer science learning environments, and whether these differences can affect achievement or interest in CS. Our study looks at early learners (fourth through sixth graders, where gender differences seem first to become more prominent) and their teachersin a summer enrichment program using robotics. We examine the ways teachers interact with groups of girls and of boys and the changes in attitude and achievement shown by the girls and boys during the summer programs. These observations help us understand the extent to which teachers can affect student interest in computing and can prepare us better to address the ways in which we can achieve CS gender balance.