This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N = 37) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. Children at the school spent one week participating in computer…

Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls' performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM…

Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N = 45 children in kindergarten through second…