Evaluating Gender Significance within a Pair Programming Context

Abstract

This study reports findings of the gender differences within a pair programming context. A large pool of university computer programming course undergraduate and graduate students was paired into three distinct pair categories: male-male, male-female, and female-female. All pairs performed pair programming tasks under a controlled lab environment. The pairs' final outputs in the categories of code productivity and code design were quantitatively measured, and the post-experiment questionnaire was also measured. The results revealed that the male-male pairs had the highest scores and female-female pairs had the lowest scores in both code categories, but not significantly. In the post-experiment questionnaire, the communication and compatibility levels showed significant differences between the three different pair categories. The male-male, female-female pairs or same gender pairs had significantly higher levels than the male-female or mixed gender pairs. Additionally, the female participants particularly voiced genderbiased concerns about collaborating with male partners in doing the pair programming task.

Getting Started in Teaching and Researching Computer Science in the Elementary Classroom

“…Research on college-level pair programming courses found that mixed-gender pairs were the least harmonious, and females had complaints about gender bias [3]. This might be due to a combination of stereotypes and different communication patterns [10].…”

The Gender Gap in Tech & Competitive Work Environments? Field Experimental Evidence from an Internet-of-Things Product Development Platform

“…For example, rich case study evidence indicates that female engineers are often not so much averse to competition, as they are averse to teams and collaboration. This is because teamwork can subject females to gender-stereotyped expectations and work role assignments or other forms of bias, when working with male counterparts (Cech et al, 2011;Cheryan et al, 2017;Choi, 2013;Foor et al, 2013;McIlwee & Robinson, 1992;Moss-Racusin et al, 2018;Silbey, 2015Silbey, , 2016b. Other observers describing women in technical fields, as Engineering, in fact point to Engineering competitions as a means of further engaging and socializing women and girls into the field, rather than dissuading them (Friesel & Timcenko, 2011;Kuyath & Yoder, 2004;Notter, 2010).…”

“…A second explanation suggested from prior literature (Section 2.3), is that women could experience complex and possibly ambivalent attitudes towards competition (and collaboration) in highly-gendered environments where they encounter stereotypes (e.g., Cech et al, 2011;Cheryan et al, 2017;Choi, 2013;Foor et al, 2013;McIlwee & Robinson, 1992;Moss-Racusin et al, 2018;Silbey, 2015Silbey, , 2016b. We did find a strong association between female participation in a field and whether the field was either maledominated or female-dominated.…”