Diversity in Programming Education: Effects of Topic and Group Constellation on Young Programming Novices

  • The field of software engineering faces a significant diversity crisis, characterized by a critical lack of heterogeneity despite ongoing efforts to promote gender equality. The persistent male dominance in this domain has created an urgent need for more heterogeneous groups in software engineering. This lack of diversity not only hinders underrepresented groups from entering the field but also prevents them from gaining initial programming experiences, which are a core component of software engineering and essential for developing computational thinking. To address this crisis and its implications, early interventions are key in shaping positive perceptions, building confidence, and sparking initial interest in programming among underrepresented groups before societal stereotypes of programming as a nerdy field manifests. This means starting with basic programming courses for children and continuing through to first-year university students in order to foster technical skills and computational thinking, alongside creativity andThe field of software engineering faces a significant diversity crisis, characterized by a critical lack of heterogeneity despite ongoing efforts to promote gender equality. The persistent male dominance in this domain has created an urgent need for more heterogeneous groups in software engineering. This lack of diversity not only hinders underrepresented groups from entering the field but also prevents them from gaining initial programming experiences, which are a core component of software engineering and essential for developing computational thinking. To address this crisis and its implications, early interventions are key in shaping positive perceptions, building confidence, and sparking initial interest in programming among underrepresented groups before societal stereotypes of programming as a nerdy field manifests. This means starting with basic programming courses for children and continuing through to first-year university students in order to foster technical skills and computational thinking, alongside creativity and collaboration. However, there is limited understanding of how introductory programming course designs impact diversity-dependent characteristics to create welcoming and learning-friendly environments. This understanding is particularly important for underrepresented groups, especially girls, to benefit from their first programming experiences as they are often hindered by the initial perception of programming as (1) abstract and unappealing, and (2) non-social to novices. Engaging, creative, and relatable topics in programming courses might demystify complex programming concepts, making them more accessible, less intimidating, and appealing. However, understanding programming is not just about the content---it is also about the context in which it is learned. Introducing programming as social activity is important, particularly for young learners. By emphasizing team work, we might encourage collaboration and peer support, counteracting the lone-wolf programmer stereotype. Therefore, this doctoral thesis investigates the effects of both key aspects in programming courses---(1) topic choices and (2) group constellations---on young programming novices. The aim is to provide a holistic understanding of how different course designs can support diverse learners and promote gender equality in programming education. While this research primarily addresses gender diversity due to the persistent gender gap in software engineering, it also examines additional diversity dimensions, including age, ethnicity, prior programming experience, disabilities, and educational background. A total of 13 studies were conducted within this thesis, examining the current state of educational settings and utilizing various introductory programming courses designed for children aged 8 to 18, as well as first-year university students. These studies employed different programming environments, such as Scratch and Sonic Pi, and incorporated a variety of topics and group constellations to observe their effects on student outcomes. By using a mixed-methods design, data were gathered through surveys, observations, and both data-driven and manual code analysis. Key findings reveal that it is particularly noteworthy how children utilize the programming environment to engage with and creatively express topics aligned with their interests which also align mostly with gender-stereotypes, including elements from internet and popular culture as well as socio-cultural narratives. However, gender-sensitive and neutral topic choices enhance engagement, self-efficacy, contribution, code quality and creative output, while also contributing to reduce stereotypical beliefs about programming, particularly among girls. In line with the findings for the course topic, group constellations also influence programming experiences. In particular, introducing pair programming in courses shows a promising approach for young learners, but attention must be paid to mitigate socially learned gender-stereotypical behaviours. Another finding indicates that, unlike professional software teams, mixed-diverse student teams often encounter substantial challenges, thus benefit from clear communication guidelines and supportive environments to promote better collaboration. This doctoral thesis concludes with guidelines for designing more effective and inclusive introductory programming courses. These recommendations include using gender-sensitive course materials, allowing for creative freedom through topic choices while encouraging the use of advanced programming concepts, promoting collaboration through pair programming while fostering enhanced communication, boosting self-efficacy with quick positive feedback for girls in particular, and providing emotional support for underrepresented groups. By following these guidelines, educators can create more engaging, inclusive, and effective programming courses. This may ultimately promote a more equitable and diverse future generation of professional software developers while also fostering computational thinking, encouraging a broader interest in programming among all young learners.show moreshow less

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Author:Isabella Graßl
URN:urn:nbn:de:bvb:739-opus4-15049
Advisor:Gordon Fraser
Document Type:Doctoral Thesis
Language:English
Year of Completion:2024
Date of Publication (online):2024/10/30
Date of first Publication:2024/10/30
Publishing Institution:Universität Passau
Granting Institution:Universität Passau, Fakultät für Informatik und Mathematik
Date of final exam:2024/10/23
Release Date:2024/10/30
GND Keyword:SoftwareentwicklungGND; LernsituationGND
Page Number:xi, 256 Seiten
Institutes:Fakultät für Informatik und Mathematik
Dewey Decimal Classification:0 Informatik, Informationswissenschaft, allgemeine Werke / 00 Informatik, Wissen, Systeme / 000 Informatik, Informationswissenschaft, allgemeine Werke
open_access (DINI-Set):open_access
Licence (German):License LogoCreative Commons - CC BY-SA - Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International