Gender perspective in the computational thinking program of Uruguay: teachers’ perceptions and results of the Bebras tasks

Abstract

The Uruguayan computational thinking (CT) program promotes CT skills for students in fourth, fifth, and sixth grades. Since 2017, it has reached over 70,000 students, with participation and Bebras challenge performance equally distributed by gender. This study examines gender perspectives in the program, focusing on teacher perceptions, student outcomes, and participation. Positive initiatives to encourage girls’ involvement are described. A survey revealed a slight preference among teachers for boys in programming and CT skills. Bebras results showed girls performed equally well, or better, than boys. The findings highlight that while progress has been made toward gender equality in Uruguay’s CT program, challenges remain. The fact that girls perform as well as boys is promising. Addressing teacher biases and gender stereotypes can help create a more inclusive environment for all students to develop CT skills.