Hacking Gender Stereotypes: Girls' Participation in Coding Clubs

Abstract

Who are the girls who decide to sign up for science, technology, engineering, and mathematics (STEM) programs and coding clubs? In this paper, we rely on a large set of survey data from students to analyze how female students who apply to coding clubs differ from other students in the schools. Girls applying to coding clubs have higher STEM interest, but they perceive their own gender as a stronger barrier to achieve their educational goals. Supporting this pool of female applicants with STEM programs might have a substantial role in affecting their educational and occupational careers and closing the gender gaps in occupational choices.