The Impact of Teacher Gender on Girls' Performance on Programming Tasks in Early Elementary School

Autor/inn/en	Sullivan, Amanda; Bers, Marina Umaschi
Titel	The Impact of Teacher Gender on Girls' Performance on Programming Tasks in Early Elementary School
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 17 (2018), S.153-162 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Females; Robotics; STEM Education; Academic Achievement; Teacher Student Relationship; Student Attitudes; Sex Stereotypes; Elementary School Teachers; Elementary School Students; Programming; Teacher Characteristics; Kindergarten; Grade 1; Grade 2; Role Models; Early Childhood Education; Gender Differences; Comparative Analysis; Statistical Analysis; Diversity (Faculty); Massachusetts + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Robotertechnik; STEM; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programmierung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Identifikationsfigur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geschlechterkonflikt; Statistische Analyse; Master-Studiengang
Abstract	Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls' performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children's mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N = 105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls' performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01