Abstract

Previous experience correlates to student retention in computer science at the secondary and undergraduate levels, it's impact in middle school is less well understood. Previous research findings from a University of Colorado large scale survey of students' conceptions of computer science have shown that there is a pervasive gender gap in middle school student confidence and interest in computer science. This study conducts a follow up investigation, analyzing data from fall 2014 to spring 2016 (n=6,128), using multiple regression analysis to investigate how student responses to motivational items concerning both confidence and interest vary by gender, previous experience with computer science, minority status, and having a computer at home (a proxy for privilege). Results show statistically significant associations (p

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