Transition Points for the Gender Gap In Computer Enjoyment

Abstract

Data gathered from 10,000 Texas public school students in Grades 3—12 over the years 2000, 2001, 2002, and 2005 were analyzed to replicate findings first discovered as a byproduct of evaluation of a large scale U.S. Department of Education Technology Innovation Challenge Grant. Initial findings were that girls in Grades 4 and 5 reported enjoying computers more than boys. Detailed trend analyses determined that although boys and girls begin first grade with few or no differences in attitudes toward computers (Collis, Knezek, Lai, Miyashita, Pelgrum, Plomp, & Sakamoto, 1996), by Grades 4 and 5, girls are more positive in their enjoyment. Starting about Grade 6, girls’ self-reported perception of computers begins to become less positive than boys, and by Grade 8 becomes significantly lower than boys. Attitudes may become similar again by the end of secondary school. The authors suggest further study is needed to determine if this phenomenon exists in many locations, and if it does, why it takes place.