Longitudinal Effects of Gendered Learning Contexts on Computer Science Success in High School

• In Event: Researching Gendered Learning, STEM, and Equity Across Systems

Abstract

We examine gender disparities in secondary school contexts, both curricular and extracurricular, with attention to male-dominated spaces where girls are visibly minoritized. Using Structural Equation Modeling, we used nationally representative data from High School Longitudinal Study of 2009. We find a clear positive effect for boys in the relationship between male-dominated science course enrollment, gender-science stereotypes favoring males, their math/science self-concept, and performance in math/science. Problematically, secondary school participation male-dominated math/science extracurriculars and courses was not found to benefit girls, perhaps because of their exposure to stereotypes. Attention to equity in secondary school extracurricular and curricular spaces appears important to intervene in the patterns we observe in this nationally representative longitudinal study.

Authors

• Jinjushang Chen, Florida State University – Tallahassee

• Lara Perez-Felkner, Florida State University

• Shouping Hu, Florida State University

• Kristen Erichsen, Knowli Data Science