Motivational Differences to Learn Computer Science Among Middle School Boys and Girls

In a recent pilot study, we investigated computer science (CS) motivation among middle school students through multiple lenses: identity, interest, value, communal/agentic goal affordances and endorsements, sense of belonging, self-efficacy, and intentions to pursue CS. Our research question was: What are the motivational differences to learn computer science among boys and girls in middle school? We collected data from three U.S. sites (California, Michigan, and Illinois) in Spring 2025. We conducted an independent-samples t-tests to ascertain gender differences in each type of CS motivation. While significant results were found across three measures (value for CS, communal goal endorsements, and intentions to pursue CS), the remaining measures did not produce significant differences, indicating that boys and girls may have similar CS identities, interest in CS, sense of belonging in CS, and self-efficacy.