COMPUTING GOALS, VALUES, AND EXPECTATIONS: RESULTS FROM AN AFTER-SCHOOL PROGRAM FOR GIRLS

A growing number of programs aim to increase girls’ interest in computing courses and careers, but there is little research on their effectiveness. In this study, we describe how girls in an after-school and summer program changed over time. Activities were based on the expectancy-value model of motivation and included computer game programming and career and college exploration via virtual mentors and field trips. Data from 59 (mostly Latina) students who participated for over 50 h show an increase in computing career goals, expectations for success with computing, the value they placed on computing and computing-related jobs, as well as perceived parent support. There was no change in their depth of interest in problem solving, endorsement of gender stereotypes, or perceived support from school-based peers and teachers. Different data sources yielded different findings about girls’ stereotypical beliefs about computer jobs. Implications for designing interventions at the middle school level are discussed.

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