Boys show higher likelihood of coding experience compared to girls
In the European Union, a significant gender gap persists in coding among 16-19 year olds. This disparity is influenced by various factors such as cultural norms, gender stereotypes, early education, lack of female role models in tech, and potential disparities in access or encouragement to pursue STEM subjects.
While the provided data does not offer explicit statistics on the countries with the largest gender differences, some EU countries have reported noticeable disparities. For instance, in Austria, Croatia, and Belgium, the gap between male and female coders is substantial, with differences of 26.5 percentage points, 19.6 percentage points, and 18.2 percentage points respectively.
In Latvia, the trend is similar. According to the latest survey, a smaller percentage of girls than boys have coded, with 7% of young females compared to 13% of males engaging in coding. This gender gap is more pronounced in Latvia, with 13% of males and only 7% of females having coded.
The graphic below illustrates Latvia's coding statistics for its young people aged 16-19, revealing that the country lags behind most of its EU peers in coding participation. However, it's important to note that the graphic also highlights that 73.4% of girls used word processing software, 60.8% edited photos, video, or audio files, and 67.7% created files integrating text, pictures, tables, charts, animations, or sound. Additionally, 47.3% of girls used a spreadsheet software, and 9.9% wrote code in a programming language.
The reasons behind this gender gap in Latvia, like in other EU countries, are complex and multifaceted. Social and cultural stereotypes that associate computing and technology fields with males may discourage girls from engaging early in programming. Educational environments may not offer equal encouragement or support to girls in STEM subjects. The "leaky pipeline" effect, where even girls interested in programming at an earlier age may be diverted by peer pressures, lack of role models, or lower self-confidence, is also a contributing factor. Variations in national curricula and extracurricular opportunities relating to technology education further exacerbate the issue.
Despite the challenges, efforts are being made to address the gender gap in programming across the EU. Organisations and educational institutions are working towards creating more inclusive environments, providing role models, and offering more opportunities for girls to engage in coding and technology-related activities.
As more data becomes available, a clearer picture of the gender gap in programming among 16-19 year olds across the EU will emerge. Further research from educational studies and EU reports on STEM education gender statistics will be crucial in providing precise answers and informing strategies to address this issue.
- In Latvia, the media often discussions the persistence of a gender gap in education-and-self-development areas like coding, a disparity that starts early and is influenced by factors such as social and cultural stereotypes, educational environments, the "leaky pipeline" effect, and variations in curricula.
- Personal growth and self-development opportunities offered by media in the EU, such as tech workshops and coding camps, have the potential to bridge the gap between male and female coders, particularly in countries like Latvia where the gender disparity in coding is substantial.
- The EU's focus on education-and-self-development opportunities, including those for coding and technology, can be a crucial step towards promoting equal representation of both genders in the tech industry and encouraging personal growth and self-development for all young people.
