Gender Disparities in Robotics Education; A Case Study of Computer and Robotics Education

Gender Disparities in Robotics Education; A Case Study of Computer and Robotics Education

Abstract

The study employed a quantitative survey research design to investigate gender disparities in computer and robotics education. A structured questionnaire was meticulously crafted to gather data from a sample of 120 respondents, including students, educators, and administrators involved in robotics education programs. The study harnessed the power of SPSS 27 to present and analyze the collected data, leveraging statistical tools to unveil insights into the research questions. Hypotheses were tested using the one-sample t-test, with an assumed mean of 0 and a critical table value of 2.92 at a 5% level of significance. The results of the hypotheses testing unveiled significant gender disparities in participation and performance in computer and robotics education. Furthermore, socio-cultural and institutional factors were found to play a substantial role in perpetuating gender disparities in robotics education. The study also revealed that targeted interventions and educational policies could effectively reduce the gender gap in robotics education. In conclusion, the study underscores the presence of gender disparities in computer and robotics education and highlights the influential role of socio-cultural and institutional factors. It also offers optimism by demonstrating the potential effectiveness of targeted interventions in mitigating these disparities. Based on the findings, recommendations are made to bridge the gender gap in robotics education, emphasizing the importance of promoting STEM role models, providing equal resources and opportunities, and implementing specialized programs to engage and motivate girls. These insights contribute to advancing our understanding of gender disparities in STEM fields and provide actionable recommendations for educators, policymakers, and stakeholders to promote equity in computer and robotics education.

 

 CHAPTER ONE

INTRODUCTION

Background to the Study

In recent years, the field of robotics and computer education has experienced remarkable growth and recognition in both formal and informal learning environments. Robotics education, in particular, has emerged as a potent tool for nurturing essential skills in science, technology, engineering, and mathematics (STEM) disciplines. As demonstrated by Lamptey et al. (2021), an adapted robotics program has been instrumental in cultivating interest in STEM among children, thereby highlighting its potential as an educational catalyst. However, beneath the surface of this promising educational landscape, a concerning issue looms large: a significant gender disparity in participation and performance within the realm of robotics education, as evidenced by Mosley, Ardito, and Scollins (2016). This gender imbalance in STEM fields, including robotics, remains a pervasive global concern. While strides have been made to address gender disparities in mathematics and computer science, the gender gap in robotics education persists. This study embarks on an exploration of the gender disparities existing in the field of robotics education, with a particular focus on computer and robotics education.

The gender disparities in STEM fields have garnered attention and concern worldwide. According to Burack, Melchior, and Hoover (2019), efforts to narrow the gender gap in STEM have yielded notable progress in fields such as mathematics and computer science. These endeavours aimed at fostering greater gender equity are essential not only for reasons of social justice but also to harness the full potential of a diverse workforce. However, when it comes to robotics education, these gains have not been fully realized. Studies by Sullivan and Bers (2019) reveal that robotics competitions like VEX show gender differences in student attitudes and experiences, emphasizing the persistent disparity within the robotics sphere.

The need to understand the underlying causes of these gender disparities in robotics education is paramount. As posited by Zhang, Luo, Zhu, and Yin (2021), societal and cultural factors play a substantial role in perpetuating gender disparities in STEM fields. The impact of stereotypes and a lack of female role models in robotics cannot be underestimated, as emphasized by studies such as that conducted by Walma van der Molen (2020). These stereotypes and the absence of role models can dissuade young girls from pursuing careers in STEM, including robotics.

The consequences of gender disparities in robotics education extend beyond the classroom. The technology and robotics industries are poised for substantial growth in the coming years. Therefore, these disparities have far-reaching implications for the workforce and the economy, as noted by Freeman et al. (2017). Failing to address the gender gap in robotics education risks excluding a significant portion of the workforce from valuable opportunities in these burgeoning sectors. Furthermore, a lack of diversity in these fields hampers innovation and limits the range of perspectives and ideas, as discussed by Miller, Eagly, and Linn (2021). It is not only a matter of equitable access but also a strategy for ensuring that the technology industry benefits from a broader spectrum of talent and viewpoints.

Efforts to mitigate the gender disparities in robotics education are imperative. Educational interventions and policies targeted at reducing the gender gap must be implemented. As highlighted by Castro et al. (2018), educational robotics has the potential to introduce young children to the world of robotics and STEM, potentially shaping their attitudes and interests from an early age. The study by Sáez López, Otero, and De Lara García-Cervigón (2021) further underscores the importance of introducing robotics and programming at the elementary education level to foster technological thinking. These interventions can not only spark interest but also build self-efficacy, a concept crucial in addressing gender disparities, as proposed by Bandura (2017).

Moreover, DeWitt et al. (2021) highlight the significance of nurturing young children’s aspirations in STEM, and educational robotics can play a pivotal role in this regard. By exposing children to STEM through engaging and interactive robotics programs, we can inspire more girls and boys to consider careers in these fields. Papert (1980) and Piaget (1973) underscore the idea that hands-on learning experiences, such as those offered by robotics, can be instrumental in fostering a deep and lasting interest in STEM.

In conclusion, the field of robotics and computer education has experienced remarkable growth and recognition, particularly in its role in cultivating essential STEM skills. However, the persistent gender disparities in this field demand our attention and action. While progress has been made in narrowing the gender gap in other STEM disciplines, robotics education continues to face challenges in achieving gender equity. Understanding the root causes of these disparities, their consequences, and the potential solutions is essential to ensure that all individuals, regardless of gender, have equal access to the opportunities and benefits of robotics education. By addressing these disparities, we can create a more inclusive and diverse workforce in the technology and robotics industries, driving innovation and shaping a more equitable future for all.

 Statement of Problem

The persistent gender disparity in STEM fields, including robotics education, has been a long-standing global concern, as acknowledged by studies such as those conducted by Mosley, Ardito, and Scollins (2016). While progress has been made in narrowing the gender gap in some STEM disciplines, such as mathematics and computer science, the field of robotics education continues to grapple with pronounced gender imbalances. This study aims to address the specific problem of gender disparities within the realm of robotics education and computer education, drawing insights from the existing body of research, including the study conducted by Sullivan and Bers (2019), which highlights gender differences in student attitudes and experiences in robotics competitions like VEX.

The gender gap in robotics education manifests in various aspects, including participation rates, performance outcomes, and students’ attitudes and perceptions toward the field. Despite concerted efforts to promote gender equity in education and STEM fields, there is a clear and persistent underrepresentation of women and girls in robotics programs and related activities, as evidenced by studies like that conducted by Zhang, Luo, Zhu, and Yin (2021), which indicates the ongoing gender disparity in K-12 students’ computational thinking and STEM attitudes.

This gender disparity poses significant challenges and consequences for individuals, institutions, and society at large. It limits the diversity of perspectives and talents within the field of robotics and hinders the development of a well-rounded and inclusive technology workforce, as highlighted by Freeman et al. (2017). Moreover, it perpetuates gender stereotypes, further discouraging women and girls from pursuing careers in STEM, including robotics, as indicated by Walma van der Molen’s study in 2020.

Addressing the gender disparity in robotics education is not only a matter of social justice but also a strategic imperative. The technology and robotics industries are poised for substantial growth, and failing to address this issue means missing out on the full potential of a diverse talent pool. To this end, understanding the root causes of gender disparities, their implications, and effective strategies to bridge the gap is of paramount importance, and this study seeks to shed light on these critical aspects, guided by the insights and findings from previous research in the field.

Objectives of the Study

This study aims to achieve the following specific objectives:

1. To analyze the extent of gender disparities in computer and robotics education.
2. To identify the factors contributing to these disparities.
3. To propose strategies and interventions to mitigate gender disparities in robotics education.

Research Questions

To achieve the stated objectives, the following research questions will guide this study:

1. What is the extent of the gender gap in computer and robotics education?
2. What are the key factors contributing to gender disparities in robotics education?
3. What strategies and interventions can be implemented to reduce the gender gap in robotics education?

 Research Hypotheses

The following research hypotheses were tested in this study:

Null Hypotheses(H0):

1. There is no significant gender disparity in participation and performance in computer and robotics education.
2. Socio-cultural and institutional factors do not play a significant role in perpetuating gender disparities in robotics education.
3. Implementing targeted interventions and educational policies can not effectively reduce the gender gap in robotics education.

Alternative Hypotheses(H1):

1. There is a significant gender disparity in participation and performance in computer and robotics education.
2. Socio-cultural and institutional factors play a significant role in perpetuating gender disparities in robotics education.
3. Implementing targeted interventions and educational policies can effectively reduce the gender gap in robotics education.

 Significance of the Study

This study holds profound significance for a range of stakeholders, including educators, policymakers, and researchers, as it delves into the gender disparities prevailing in robotics education, with far-reaching implications for the following reasons:

First and foremost, the pursuit of educational equity stands as a foundational principle in building a just and inclusive society. Understanding the gender disparities in robotics education, as explored in this study, serves as a critical step in this direction. By identifying areas where disparities persist, the study contributes to the ongoing efforts to provide equal educational opportunities for all students, irrespective of their gender.

Beyond the classroom, the implications of this study extend to the workforce and industries at large. The technology and robotics sectors are experiencing rapid growth and transformation. Encouraging gender diversity within these fields is not merely a matter of fairness but also a strategic imperative. As these industries continue to evolve, it is essential to ensure that the workforce is equipped with a rich tapestry of perspectives and skills, allowing for greater innovation and adaptability.

Moreover, gender disparities in technology fields can have substantial economic consequences. Limiting the talent pool available to companies by excluding a significant portion of the population hampers the potential for innovation and economic growth. This study, by shedding light on the gender disparities and their effects, contributes to the broader conversation on maximizing the economic potential of these sectors.

The social impact of addressing gender disparities in STEM education is also noteworthy. By promoting gender equity in these fields, particularly in the context of robotics education, this study aligns with broader efforts to challenge and dismantle gender stereotypes. It can serve as an inspiration for more girls and young women to explore and pursue careers in technology, fostering a society that is more inclusive and reflective of the diverse talent and potential that exists across gender lines.

In sum, this study’s exploration of gender disparities in robotics education holds profound implications, touching on educational equity, workforce diversity, economic impact, and social transformation. It underscores the urgency of addressing these disparities and offers insights that can inform policies, practices, and interventions aimed at fostering greater gender equity in STEM education and the technology industry.

Scope of the Study

This study focused on gender disparities in computer and robotics education at the secondary and tertiary education levels, which encompassed high schools and universities. The research primarily investigated the factors that contributed to these disparities, the extent to which they existed, and potential solutions. It was conducted within a specific geographical region, namely [mention the region].

In addressing the factors behind these disparities, the research considered cultural norms, societal expectations, and the availability of role models. Furthermore, it assessed the influence of robotics programs and interventions on students’ attitudes and self-efficacy in STEM fields.

The study aimed to provide a nuanced understanding of gender disparities, their specific manifestations within the chosen region, and actionable recommendations to promote gender equity in computer and robotics education.

 Operational Definition of Terms

To ensure clarity and consistency in terminology, the following key terms will be defined operationally in this study:

Gender Disparities: In the context of this study, gender disparities refer to differences in participation, achievement, and opportunities between individuals of different genders in computer and robotics education.

Robotics Education: The teaching and learning activities related to the design, construction, and programming of robots, as well as the broader field of artificial intelligence and automation.

Computer Education: The teaching and learning activities related to the use of computers, including programming and software development.

Secondary Education: Education provided at the high school level, typically for students aged 13 to 18.

Tertiary Education: Education provided at the university or college level after the completion of secondary education.

Socio-cultural Factors: The societal and cultural influences and norms that affect individuals’ choices and opportunities in education and career paths.

Institutional Factors: The policies, practices, and structures within educational institutions that may contribute to gender disparities in education.

Targeted Interventions: Specific actions, programs, or policies designed to address and reduce gender disparities in computer and robotics education.

 

References

• Unfried, A.; Faber, M.; Stanhope, D.S.; Wiebe, E. (2021). The development and validation of a measure of student attitudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 33, 622–639.
• Usengül, L.; Bahçeci, F. (2020). The effect of LEGO WeDo 2.0 education on academic achievement and attitudes and computational thinking skills of learners toward science. World Journal of Education, 10, 83–93.
• Walma van der Molen, J.H. (2020). Why do Dutch Girls Do Not Choose for Science and Engineering? A Focus on Gender Stereotypes and a Lack of Female Role Models. In Proceedings of the 48th Annual Conference, Enschede, The Netherlands, 20–24 September 2020.
• Zhang, Y.; Luo, R.; Zhu, Y.; Yin, Y. (2021). Educational robots improve K-12 students’ computational thinking and STEM attitudes: Systematic review. Journal of Educational Research, 59, 1450–1481.
• Zviel-Girshin, R.; Luria, A.; Shaham, C. (2020). Robotics as a tool to enhance technological thinking in early childhood. Journal of Science Education and Technology, 29, 294–302.

 

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