Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University

While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross-sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.