Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, and Mathematics Course

Abstract

Introduction: There is a gender imbalance in Computer science (CS) and STEM education and careers where males are more represented. With evolving technologies arising and the need for a more diverse workforce, it is important to identify factors that may cause females to be more prone to not persist in CS careers. This study investigated gender differences and psychosocial perceptions of experiences in a CS education class. Method: Twelve students were recruited to the study. Data on judgements of performance and psychosocial aspects of the course was collected (learning, difficulty, enjoyment). Results: There were no significant differences between boys’ and girls’ perceptions of performance and experiences in the course. Females, however, reported small to medium effect sizes in experiencing more learning, more enjoyment and experienced more difficulties than boys in the course. Conclusion: Future studies should control for gender differences in CS and STEM education. Same sex role models might influence experience and perceptions of performance, which can influence persistence of females in CS careers.