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Area of Science:

  • Educational Psychology
  • Computer Science Education
  • Developmental Psychology

Background:

  • The gender gap in Computer Science (CS) is a persistent global issue.
  • Early intervention in computing education, particularly coding, is proposed to mitigate later disparities.
  • Research suggests potential early emergence of gender differences in coding, even before formal stereotypes solidify.

Purpose of the Study:

  • To investigate gender differences in coding abilities among first graders with no prior experience.
  • To explore the association between gender differences in coding and executive functions (EF).
  • To determine if EF mediates potential gender disparities in early coding skills.

Main Methods:

  • Assessed coding skills, response inhibition, and planning in 109 Italian first graders (45 girls, 64 boys) before and after an introductory coding course.
  • Utilized pretest (no prior coding experience) and posttest assessments.
  • Conducted mediation analyses to examine the role of EF in gender differences in coding.

Main Results:

  • No significant gender differences in coding were observed at the pretest.
  • Boys demonstrated a significant advantage in coding abilities at the posttest.
  • Executive functions (response inhibition and planning) did not mediate the observed gender differences in coding.

Conclusions:

  • Gender disparities in coding can emerge early in primary education, independent of executive functions.
  • Factors beyond executive functions, such as engagement and socio-cognitive variables, likely influence these early gender differences in coding.
  • Further research is needed to identify the underlying causes of the gender gap in early coding education.