Gender Gap in Computer Science: Preferences and Performance

Berdousis, I.; Kordaki, Maria

doi:10.20944/preprints201712.0180.v1

Cited by 1 publication

(1 citation statement)

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“…While Cortright et al (2013) and Vecchione et al (2014) suggest that intrinsic and extrinsic motivational characteristics impact academic achievement differently for males and females, examination scores in Computer Science reveal no significant gender differences, despite average scores favouring male students. These results align with Berdousis and Kordaki's (2014) 2021) on dysmenorrhea's impact. Unique experiences contribute to understanding why male students may perform slightly better.…”

Section: Discussionsupporting

confidence: 85%

Factors contributing to gender disparities in academic achievement at a tertiary institution in Botswana

Ahuja,

Garutsa

2024

IJRBS

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This study seeks to explore the factors contributing to gender disparities in academic achievement among tertiary students at an educational institution in Botswana. While academic achievement among male and female students has garnered increased attention, limited research has focused on the tertiary level. Employing a transformative qualitative research approach, the study utilized in-depth interviews and documentary analysis for data collection. Thematic Content Analysis was employed for data analysis. Results indicated that, although male students outperformed female students in all subjects, the gender gap was not significantly pronounced. Factors affecting female students included biological aspects such as menstruation, mood swings, menstrual pain, and absenteeism, along with challenges related to unplanned pregnancies, psychological stress due to financial strain, and economic difficulties. The study recommends the implementation of an Intersectional Gender Mainstreaming Framework in higher education institutions to address gender gaps in academic achievement.

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Section: Discussionsupporting

confidence: 85%