(Un)Confident Coders: What Gender Dynamics Appear When Canadian Children Learn How to Code

dc.contributor.advisorJenson, Jennifer, Dr.
dc.contributor.authorAli, Michelle
dc.date.accessioned2018-01-24T18:26:18Z
dc.date.available2018-01-24T18:26:18Z
dc.date.issuedSep-15
dc.description.abstractThis paper reports on a mixed-methods study that examined the gender dynamics that could be observed when Canadian boys and girls learn to code in a formal classroom environment. The study involved sixty-four, sixth grade students in a suburban Toronto District School Board school who were taught basic computer programming skills using a curriculum developed by the PLAYCES lab at York University. The results showed that in all three classes, although the boys displayed more confident behaviours (e.g. willing to take risks while working, trouble shooting, persisting in the face of challenges etc.) than the girls, there were a few distinct situations in which the girls displayed a strong sense of confidence. The girls' behaviours were analyzed and linked to social contexts and social expectations.en
dc.identifier.citationMajor Research Paper (Master's), Faculty of Education, York University
dc.identifier.urihttp://hdl.handle.net/10315/34201
dc.language.isoenen_US
dc.rights.uriThe copyright for the paper content remains with the author.*
dc.subjectComputer Programming (Coding)en_US
dc.subjectGenderen_US
dc.subjectChildrenen_US
dc.subjectConfidenceen_US
dc.subjectCanadaen_US
dc.title(Un)Confident Coders: What Gender Dynamics Appear When Canadian Children Learn How to Codeen_US
dc.typeResearch Paper

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