一句话：通过 Sonic Pi 音乐编程课程发现，音乐编程可缩小性别差异，提升女孩兴趣与自我效能，并削弱程序员刻板印象。
早期编程教育面临兼顾学习成效与兴趣培养的挑战，女孩尤其受到社会刻板印象和负面认知的抑制，难以形成长期编程兴趣。本文采用音乐编程环境 Sonic Pi 开展入门编程课程，对 134 名 13 至 16 岁学生收集其对编程的情感态度、刻板信念、课堂贡献以及基础理解数据。结果显示，音乐编程使不同性别的学生在理解与课堂贡献上表现相近；同时，女孩的兴趣与自我效能显著提升，与程序员相关的刻板属性也出现显著解构。研究表明，以音乐创作表达创意的方式有助于改善女孩对编程的感知与参与。
One of the greatest challenges in early programming education is to achieve learning success while also creating initial interest. This is particularly difficult for girls, who continue to be affected by persistent societal stereotypes and negative perceptions, inhibiting their long-term interest in programming. A promising approach to address this challenge and to increase motivation for girls is to use programming as a vehicle to express creativity rather than focusing on technical aspects, for example by teaching basic programming concepts through music composition. While music programming has been confirmed to appeal to young learners in general, the question of whether the gender-specific differences on the perceptions and effects known from other programming approaches persist for music programming. To shed light on this question, we conducted an introductory programming course using the popular music programming environment Sonic Pi with a total of 134 students aged 13 to 16, collecting data on students' affections and stereotypical beliefs towards programming, their contributions during lessons, as well as basic comprehension. While we find that music programming leads to similar comprehension and contributions between genders, we observe a significant increase of interest and self-efficacy among girls, and a significant deconstruction of stereotypical attributes associated with programmers.