GENDER DISPARITIES IN ROBOTICS EDUCATION
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GENDER DISPARITIES IN ROBOTICS EDUCATION
Chapter one
INTRODUCTION
Background for the Study
In recent years, the field of robotics and computer education has grown and gained attention in both formal and informal educational settings. Robotics education, in particular, has emerged as a powerful tool for developing fundamental skills in the STEM fields.
Lamptey et al. (2021) show that a modified robotics programme has helped students develop an interest in STEM, showing its potential as an educational catalyst.
However, beneath the surface of this promising educational landscape, a major concern looms: a huge gender inequality in robotics education participation and performance, as demonstrated by Mosley, Ardito, and Scollins (2016).
Gender disparities in STEM professions, particularly robotics, remain a major global concern. While progress has been achieved in reducing gender discrepancies in mathematics and computer science, the gender gap in robotics education remains.
This study investigates the gender differences that exist in the field of robotics education, with a special emphasis on computer and robot education.
Gender gaps in STEM professions have drawn global attention and concern. According to Burack, Melchior, and Hoover (2019), initiatives to close the gender gap in STEM have resulted in significant improvement in subjects like mathematics and computer science.
These efforts to promote more gender parity are critical not only for social justice purposes, but also for realising the full potential of a diverse workforce. However, when it comes to robotics education, these advances have not been fully realised.
According to Sullivan and Bers (2019), gender inequalities in student views and experiences are evident in robotics competitions such as VEX, emphasising the ongoing discrepancy in the robotics field.
The need to identify the root reasons of these gender discrepancies in robotics education is critical. Zhang, Luo, Zhu, and Yin (2021) argue that socioeconomic and cultural factors contribute significantly to gender gaps in STEM disciplines.
Stereotypes and a lack of female role models in robotics have a significant impact, as studies like Walma van der Molen’s (2020) show. Stereotypes and a lack of role models can discourage young girls from pursuing STEM fields, including robotics.
The implications of gender inequality in robotics education go beyond the classroom. The technology and robotics industries are expected to have significant expansion in the future years. As a result, these differences have far-reaching consequences for the labour and the economy, as stated by Freeman et al. (2017).
Failure to address the gender gap in robotics education risks alienating a sizable percentage of the workforce from lucrative prospects in these emerging industries.
Furthermore, a lack of diversity in these sectors stifles creativity and restricts the breadth of perspectives and ideas, as highlighted by Miller, Eagly, and Linn (2021). It is not simply a matter of fair access, but also of ensuring that the technology industry benefits from a larger range of people and perspectives.
Efforts to close the gender gap in robotics education are critical. Educational initiatives and policies aimed at closing the gender gap must be undertaken.
According to Castro et al. (2018), educational robotics has the ability to expose young children to the world of robots and STEM, potentially shaping their attitudes and interests from an early age.
Sáez López, Otero, and De Lara García-Cervigón’s (2021) study emphasises the need of teaching robotics and programming in primary school to encourage technical thinking.
According to Bandura (2017), these interventions can not only pique curiosity but also help to promote self-efficacy, which is critical in reducing gender gaps.
Furthermore, DeWitt et al. (2021) emphasise the need of encouraging young children’s STEM goals, and educational robots can play a critical role in this regard.
Through engaging and participatory robotics programmes, we can inspire more girls and boys to pursue careers in STEM. Papert (1980) and Piaget (1973) emphasise the importance of hands-on learning experiences, such as those provided by robotics, in developing a strong and long-lasting interest in STEM.
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