Effects of Classroom Gender Composition on Adolescents' Computer-Related Attitudes and Future Intentions

Abstract

Differences in computer-related attitudes and future intentions between females in an all-female class and males and females in mixed-gender classes were examined. Participants were sixty-seven students enrolled in a Grade 11 computer science course which was offered in both all-female and mixed-gender classes. Students completed a questionnaire assessing perceived support of teachers and parents, computer-related attitudes, and future intentions. Females from the all-female class reported greater perceived teacher support than either males or females from the mixed-gender classes and were similar to males in confidence, intrinsic motivation, and future academic intentions. To the extent that differences can be attributed to classroom gender-composition, obtained results indicate that an all-female computer science classroom environment may enhance the learning experiences of female students.