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Girls Design with Code Club

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Abstract

In this manuscript, we describe a coding club we created and implemented during the COVID-19 pandemic. We were purposeful in creating the club to: (a) focus on design and problem solving as the basis for learning computer coding and (b) include elements to improve the engagement of girls. We ran multiple iterations of a Girls Design with Code Club that involved over 100 girls from 22 countries. We reviewed various sources of data to evaluate how our design and implementation of the coding clubs impacted the girls who participated. In an effort to share our learnings with other researchers and program providers, we share evidence of choices that we believe had positive impacts and others that we can improve in future iterations.

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Data availability

The primary data that generated the findings of this study are available from the corresponding author, AM, upon reasonable request.

Notes

  1. Project activities can be found here: https://cobuildathome.com/.

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Acknowledgements

We want to acknowledge the participants and instructors of the Girls Design with Code Club Sessions, including Nykema Lindsey, Jona Riznavolli and Claudia Perfecto. This material is based upon work supported by the Infosys Foundation USA and the US National Science Foundation under Grant No. (DRL 2027368). Interested readers can find CoBuild-19 activities and more information at cobuildathome.com. Additionally, those interested in viewing the session can visit YouTube to view Girls Design with Code Club and GDwCC Latina Edition videos here: https://go.iu.edu/4Qh7.

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Authors and Affiliations

  1. Indiana University School of Education, Bloomington, IN, USA

    Adam V. Maltese, Kelli M. Paul & Lauren Penney

  2. Universidad Autónoma de Baja California, Mexicali, Mexico

    Bárbara Yarza

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  1. Adam V. Maltese
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  2. Kelli M. Paul
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  3. Bárbara Yarza
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  4. Lauren Penney
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Correspondence to Adam V. Maltese.

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Maltese, A.V., Paul, K.M., Yarza, B. et al. Girls Design with Code Club. Education Tech Research Dev 72, 405–423 (2024). https://doi.org/10.1007/s11423-023-10292-3

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