Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University

TL;DR

The study investigates computational thinking (CT) among incoming STEM students at a Chilean university, addressing gaps where CT is not mandated in schooling. Using the 32-item Computational Thinking Test (CTt) in a cross-sectional design with $M=25.5$ and $SD=5.45$, it analyzes 549 participants and finds that CTt scores are higher for males, for students from private schools, and for those with prior programming knowledge, with multipliers of $1.13$, $1.08$, and $1.08$ respectively. The results reveal persistent gender and school-type inequalities even in a context of voluntary CT exposure, suggesting that mandatory or more widespread CT training could reduce disparities. These findings have implications for policy in Chile and similarly structured Latin American education systems, highlighting the need to democratize access to programming and CT education to foster equitable STEM participation and success.

Abstract

While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross-sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.

Figures (1)

• Figure 1: CTt score by gender, type of school, and prior programming knowledge in the cross-sectional study