Educazione all'Informatica e parità di genere: uno studio empirico presso la scuola primaria

Despite increasing efforts toward gender equity, women remain underrepresented in Computer Science. While much research has focused on secondary and post-secondary education, there is a growing recognition that early educational experiences—particularly in primary school—are crucial for shaping children's attitudes, interests, and self-efficacy in CS. This doctoral dissertation investigates gender differences in early CS education among primary school students, seeking to understand how cognitive, motivational, and sociocultural factors contribute to these disparities. The project consists of three interconnected studies: a systematic review and two empirical studies. Chapter One presents a systematic review of literature on gender differences in CS secondary and post-secondary education, emphasizing the individual and contextual factors that influence female participation. While much existing research focuses on high school and university students, this review underscores the importance of earlier developmental stages, where attitudes and stereotypes begin to form. Chapter Two details a randomized controlled trial involving 88 fourth-grade students who had no prior formal CS instruction. It examines gender differences in learning outcomes following a short CS education intervention and explores how individual cognitive abilities and sociocultural factors interact with gender to influence children's responses to the intervention. Chapter Three employs a mixed-methods design with 125 fourth- and fifth-grade students, also without previous CS education. This study investigates children's initial representations of CS, their attitudes toward the field, and how these are shaped by gendered beliefs and expectations. By combining quantitative measures and qualitative insights, it offers a nuanced understanding of how gendered representations of CS emerge before formal instruction begins. Chapter Four synthesizes the findings and discusses their implications for research and practice. The results highlight the need to move beyond mere exposure to CS-related activities, recommending the development of engaging and effective educational experiences for both genders. Interventions should address children's existing representations of CS and clearly define the field and its real-world relevance. Co-designed or participatory approaches may be particularly effective in fostering gender-inclusive learning environments.