Gender Differences in the Choice of Computer Courses: Applying an Expectancy-Value Model

Abstract

The choice of computer courses has a direct influence on the development of computer literacy. It is alarming, therefore, that girls seem to choose computer courses less frequently than boys. The present paper examines (a) whether these often-reported gender differences also occur at the early high school level (Study 1) and (b) how these differences can be predicted by applying an expectancy-value model to the domain of computing (Study 2). Both studies clearly show gender differences in the choice of computer courses in children between 10 and 16 years in the real-life situation of choosing courses at school. In Study 2, the suggested expectancy-value model is tested using data from 159 students and 137 parents. The model shows a good fit to the data, and the observed gender differences in the choice of computer course could be predicted by differences in the value placed on computers and the expectations of success. However, these differences could only be partly explained by differences in perceived parental attitudes, and there were only weak relationships between parental attitudes and the corresponding perceptions of the students. Educational implications of the findings and suggestions for future research are discussed.