This paper presents a longitudinal case study of Niñas Pro, a Latin American nonprofit dedicated to reducing the gender gap in computing by empowering girls through coding education. Building on initial eforts documented in 2021, we analyze the organization's growth and the evolving roles of volunteers between 2021 and 2025. Quantitative participation metrics provide a macro-level view of reach and expansion, while qualitative analysis of volunteer testimonies and interviews ofers a micro-level understanding of empowerment trajectories. Guided by frameworks of situated learning, STEM identity, social capital, and self-eficacy, we identify a sustainable empowerment cycle in which participants transition from students to mentors, site leaders, and even executive board members. Volunteers describe Niñas Pro as a space of growth, inspiration, and belonging, underscoring the value of role models and community-based learning. We conclude with recommendations for scaling grassroots programs while preserving their values and fostering inclusive, sustainable computing education across Latin America.
Persistent gender disparities in computing continue to limit the participation and visibility of women
and girls in science, technology, engineering, and mathematics (STEM) fields globally [
Niñas Pro was established in Chile in 2016 with the mission of reducing the gender gap in computing
by providing free, beginner-friendly coding workshops for girls and young adolescents. By 2021, the
organization had reached over 300 girls across multiple regions of the country, engaging a growing
network of volunteers and collaborators [
This paper examines the development of Niñas Pro between 2021 and 2025 as both an educational
intervention and an organizational model. We analyze its quantitative expansion, including the number
of workshops, students, and volunteers, and its qualitative evolution, including mentorship structures
and pathways of leadership. In particular, we focus on the transition of former students into volunteer
roles, a phenomenon that aligns with theories of identity formation in STEM [
Our study draws on three key frameworks as (a) gender and STEM identity theory: research shows
that identity formation is critical for girls to persist in male-dominated STEM fields [
To facilitate readers’ understanding of the empowerment cycle underpinning Niñas Pro, Figure 1 synthesizes the conceptual model guiding our approach. The diagram illustrates the sequential stages participants experience—from Student Enrollment through Course Completion, Empowered Growth, and the transition to Entering University & Feeling Inspired, culminating in Becoming a Volunteer and ultimately achieving Leadership & Impact.
(1) Organizational growth analysis: to document and analyze the expansion of Niñas Pro in terms of program oferings and participants.
(2) Empowerment pathways: to explore the personal and social transformations experienced by girls who transitioned from students to volunteer instructors within the organization.
To address these objectives, we used descriptive statistics to quantify growth across key dimensions (e.g., number of workshops, enrolled students, volunteer engagement), thematic analysis to extract recurring themes from testimonials, surveys, and interviews with volunteers and staf, particularly those who were once participants and case studies to provide in-depth narratives of four girls who became active volunteers, tracing their motivations, trajectories, and current roles in Niñas Pro.
Data for this study were collected from multiple internal and external sources, including: • Program records (2021–2025): Annual internal reports and tracking spreadsheets containing participant counts, course completion rates, volunteer sign-ups, and regional distributions. These were anonymized for privacy and verified for consistency. • Volunteer feedback surveys: Distributed annually to active volunteers, these surveys included both closed and open-ended questions about their experiences, motivations, perceived impact, and areas for improvement. • Alumni and volunteer interviews: Semi-structured interviews were conducted with former students who became volunteers, coordinators, and founding members. Each interview was transcribed with consent for qualitative coding.
We adopted a qualitatively-driven mixed methods design, in which qualitative inquiry played a central
role and quantitative data served primarily to contextualize and complement the findings. Quantitative
data—such as the number of students, workshops, volunteers, and their geographic distribution—were
processed and visualized using Python 3.12 with libraries including pandas, matplotlib, seaborn,
and wordcloud. Descriptive statistics were computed to characterize annual growth rates,
demographic distributions, and participation trends. While no inferential statistical tests were performed,
these descriptive measures provided a macro-level overview of program reach and evolution. For the
qualitative component, we conducted an inductive thematic analysis following Braun and Clarke’s
methodology [
Since its founding in 2016 and particularly following its initial report at LAWCC in 2021, Niñas Pro has experienced sustained growth in both reach and community engagement. This section presents an overview of the organization’s expansion from 2021 to 2025, focusing on two main pillars: student participation and the development of a robust volunteer network.
Between 2021 and 2025, Niñas Pro reached a total of 1,316 girls across Chile and Latin America through its workshops, camps and programming tracks. Annual participation figures show a dynamic evolution shaped by factors such as post-pandemic transitions. In 2021, Niñas Pro engaged 334 students, followed by a drop in 2022 of 170 participants, attributed primarily to a reduction in operational capacity as the organization adapted to hybrid and in-person formats. Participation rebounded in 2023 with 289 students and remained steady in subsequent years, with 259 participants in 2024 and 264 in 2025 (Figure 2a). This sustained engagement reflects the program’s expanding geographic and curricular reach. Notably, in 2023, a third site was launched in Santiago, hosted by the Pontificia Universidad Católica de Chile, reinforcing the initiative’s presence in the capital. The following year, a new regional hub was established in Valparaíso, in collaboration with the Universidad Técnica Federico Santa María.
In 2025, Niñas Pro also introduced a new Artificial Intelligence (AI) workshop, ofered in parallel to its longstanding tracks in basic and advanced competitive programming. This innovation responded to growing student interest in emerging technologies and global trends in computing education. The AI (a) Total students enrolled per year.
(b) Distribution by type of school funding track was designed to be exploratory, creative, and accessible, integrating ethical discussions, interactive tools, and real-world applications.
In Chile, the school system is divided by funding source into private, public, and subsidized private schools, with school type often reflecting the socioeconomic status of a student’s family. At Niñas Pro, we aim to eliminate financial barriers by ofering all our programs free of charge, ensuring that girls can participate regardless of their household income or school background. Of the total participants, 25.5% came from private schools, 38.8% from subsidized private schools, and 35.7% from public schools. This distribution highlights the program’s ability to attract girls across socioeconomic levels (Figure 2b).
Although Niñas Pro is based in Chile, its reach has extended beyond national borders. Over the past ifve years, the program has welcomed participants from a variety of countries, including Venezuela, Brazil, England, Panama, Mexico, Peru, Paraguay, Argentina, Colombia, Ecuador, the Dominican Republic, and Uruguay. This international presence reflects both the accessibility of online programming and the growing regional interest in gender inclusive computing education across Latin America and beyond (Figure 3).
At the heart of Niñas Pro’s growth is its volunteer network, a cornerstone of the organization’s mission and sustainability. Volunteering in this context goes beyond technical instruction; it signifies a commitment to mentorship, gender equity, and community building. Volunteers serve not only as educators, but also as role models who help girls envision themselves in computing spaces traditionally dominated by men.
The growth of Niñas Pro’s volunteer base has been equally transformative. In 2021, the organization had 95 active volunteers. By 2025, that number had grown to 153 volunteers, including instructors, mentors, logistics coordinators, and communications staf. Volunteers now include university students, professionals in STEM fields, and former students who rejoined as mentors. Recruitment eforts shifted from ad hoc calls on social media to structured onboarding cycles, complete with training workshops and mentoring guides. This professionalization of volunteer engagement helped ensure consistency in program delivery while fostering a strong sense of belonging. Many volunteers reported that their involvement in Niñas Pro enriched their own professional and personal development.
Interviews with 24 current volunteers revealed a shared sense of purpose and community. Volunteers also played a key role in shaping the curriculum, suggesting new course themes and adapting content to diferent age groups. As the organization expanded, experienced volunteers began taking on leadership roles, organizing regional chapters, and training new cohorts of instructors. To further understand the impact of Niñas Pro on its volunteers, we conducted a text mining analysis on responses to the openended question: “How has your experience in the corporation been?”. Using natural language processing tools, we extracted key themes and emotional tones across the corpus. Figure 4a shows the most frequently mentioned terms, including community, confidence, growth, learn, support, and safe space. Volunteers consistently described their experience as enriching, empowering, and transformational. Many highlighted the dual nature of the experience, not only teaching programming to girls, but also growing personally and professionally through collaboration and shared purpose. One recurrent theme was the idea of mutual learning, where teaching became an avenue for gaining confidence, communication skills, and a renewed sense of vocation. The emotional salience of the responses also underscored how Niñas Pro functioned as a supportive environment during the pandemic, ofering belonging and connection at a time of social isolation. These findings reinforce the role of volunteerism as a powerful vehicle for personal development and community building within gender equity initiatives.
As part of our qualitative analysis, we also explored volunteers’ personal reflections on the meaning of volunteering. We identified recurring themes such as responsibility, empowerment, inspiration, community, and social impact. For many, volunteering was framed not merely as a task, but as a transformative commitment to closing the gender gap in STEM by serving as role models and mentors. Responses reflected a deep sense of purpose and emotional connection, emphasizing the reciprocal nature of the experience volunteers not only teach but also grow alongside the students. One volunteer metaphorically described their role as “the training wheels on a bicycle”, helping girls gain the confidence to navigate a field that often feels exclusive or intimidating (Figure 4b).
A central aspect of Niñas Pro’s long-term impact lies in its ability to transform program participants into community leaders. Between 2021 and 2025, a growing number of girls who initially enrolled in Niñas Pro workshops later returned as volunteer instructors, mentors, or local coordinators. This phenomenon represents more than a successful educational outcome; it reflects the emergence of a HOW HAS YOUR EXPERIENCE IN THE CORPORATION BEEN? WHAT DOES VOLUNTEERING MEAN TO YOU? (a) How has your experience in the corporation been? (b) What does volunteering mean to you? self-sustaining, intergenerational learning ecosystem rooted in belonging, identity, and leadership. The transition from student to volunteer typically begins with continued participation at multiple workshop levels, followed by encouragement from existing mentors to assume support roles. Many former students expressed a desire to “give back” to the community that introduced them to computing, often citing a sense of responsibility and inspiration from their own instructors (Figure 5).
Qualitative analysis of interviews with six former students who are now active volunteers revealed key patterns. First, they reported an initial lack of confidence in their technical abilities, which gradually changed as they gained exposure to collaborative, female-led learning spaces. Second, they emphasized the emotional importance of representation, seeing women teaching and leading in computing roles, declaring that it helped them “see themselves in the future. Third, these young women reported significant growth in soft skills such as public speaking, teamwork, and problem solving as a result of volunteering.
For example, Karen (age 24), who joined Niñas Pro at age 17, is one of the most emblematic studentto-volunteer transition in Niñas Pro. She is a former participant who has since become a volunteer, local site leader, and currently serves as president of the Organization. In her reflection, Karen emphasized the central role that opportunity played in her journey, stating that before joining Niñas Pro, she had never envisioned herself in the world of technology. It was the presence of relatable, university-aged female tutors who openly shared their academic and personal struggles that allowed her to see herself in them. This experience highlights the profound importance of representation and proximity in role modeling: being able to admire not distant figures, but everyday women who generously give their (a) Experience as a student influenced to be a volunteer (b) Moments with significant impact to transition into a volunteer (c) Encourage another girl to enroll Niñas Pro time to others. Karen described her motivation to volunteer as a form of giving back, transmitting the same sense of belonging and potential that she once received. Her trajectory exemplifies the power of a community of practice, where learners gradually move from peripheral participation to central leadership roles. Moreover, she frames Niñas Pro not only as a technical education space, but as a profoundly human and emotional support network—one where girls are allowed to explore, fail, grow, and feel backed by others. Her story reflects a core strength of the organization, creating an ecosystem in which women support each other intergenerationally, reinforcing collective empowerment while opening pathways for future leaders in STEM.
All six participants described their initial experience as students as transformative not only for sparking their interest in programming and technology, but for helping them develop a stronger sense of identity and purpose. Several cited the impact of discovering a learning environment free from gender stereotypes, where female tutors acted as both educators and role models. This exposure not only illuminated the gender gap in STEM, something many had not previously been aware of, but also inspired a desire to “give back” by occupying the same mentoring role that had once empowered them. One participant spoke of programming as a feminist act, contrasting the sense of belonging she felt in Niñas Pro with exclusionary experiences in mixed gender tech spaces. Another emphasized that it was through the workshops that she first understood her own preferences and strengths. The recurring theme across these narratives is that volunteering is not an isolated activity, but rather a continuation of a profoundly personal learning journey, one rooted in gratitude, social responsibility, and a commitment to expanding opportunities for the next generation of girls in tech (Figure 6a).
When asked about the moments that influenced their decision to become volunteers, former students consistently pointed to emotionally significant experiences and community-building activities that left a lasting impression. Inspirational talks by women in STEM emerged as a recurring theme, serving as pivotal moments where participants first envisioned themselves as engineers, developers, or mentors. These encounters humanized the world of technology and made it feel accessible, planting the seeds of aspiration. Others recalled joyful, seemingly simple moments such as winning a Kahoot game or attending a virtual sleepover on Discord during the pandemic as powerful afirmations of belonging and achievement. These moments, while informal, built a sense of confidence, connection, and visibility within a supportive peer network. Some students were struck by the authenticity and vulnerability of their tutors, who shared personal academic challenges and everyday experiences, showing that success in STEM does not require perfection, but perseverance. This modeling of resilience encouraged participants to envision themselves as future mentors. These testimonies reinforce the idea that transformative educational models are rooted as much in emotional resonance and representation as in curricular content (Figure 6b).
Finally, when asked how they would encourage other girls to go through the whole Niñas Pro track, former students now turned volunteers unanimously emphasized the transformative nature of the experience, both technically and personally. Their reflections portray Niñas Pro not merely as a learning environment, but as a community of support, identity, and discovery. Participants described the workshops as well-structured, inclusive, and engaging, ofering both technical skills and emotional growth. Several noted that even for those who may not ultimately pursue careers in STEM, the experience remains deeply valuable. Programming is framed as a life skill, on par with reading or writing, and as a way to expand one’s sense of possibility. What stood out most was the appreciation of Niñas Pro as a safe space, a place where girls feel seen, supported, and inspired by women who dedicate their time to accompany them (Figure 6c).
These personal narratives demonstrate how Niñas Pro fosters a cycle of empowerment: girls become
learners, then mentors, and eventually leaders within their communities. This model aligns with situated
learning theory [
The evolution of Niñas Pro from a small grassroots initiative to a growing nonprofit with regional reach ofers valuable insights into the dynamics of scaling inclusive computing education in Latin America. The findings presented in this paper have several implications for organizations seeking to promote gender equity in STEM through community-driven approaches.
1. The success of Niñas Pro demonstrates the potential of peer-led, identity-afirming learning
environments to foster long-term engagement in computing [
In response, Niñas Pro has begun formalizing its onboarding and mentorship processes. 4. Another challenge relates to sustainability and funding. While much of the growth has been fueled by volunteer energy and open educational resources, expanding and professionalizing operations, especially across borders, requires stable funding streams and institutional partnerships. 5. Digital equity and access remain persistent concerns, particularly in rural or underserved areas.
Although hybrid and online formats have increased reach, disparities in internet access and device availability still limit participation for many girls who could benefit most from the program.
In sum, the experience of Niñas Pro points to the promise and complexity of building inclusive, scalable, and community-rooted computing education initiatives. Its model ofers a roadmap for others, while also raising important questions about how to preserve mission-driven values in the face of organizational growth.
This study documents the longitudinal development of Niñas Pro from 2021 to 2025, illustrating its role in reducing the gender gap in computing through community-based education and peer mentorship. A central finding is the establishment of a sustainable empowerment cycle, whereby former participants assume volunteer mentorship roles, reinforcing STEM identity and self-eficacy within identity-afirming environments.
One of the most compelling findings is the emergence of a sustainable empowerment cycle, where former students return as volunteer mentors, becoming active agents of change in their own communities. This dynamic not only strengthens the organization’s capacity but also validates its core pedagogical and social approach: that learning and leadership thrive in safe, identity-afirming spaces. The voices of volunteers further reinforce this view, describing their experiences as personally transformative and socially meaningful.
Beyond situated learning and STEM identity, the Niñas Pro model also draws on social capital and self-eficacy to explain sustained STEM engagement. Social capital highlights how community networks provide access to resources, mentorship, and role models, which Niñas Pro fosters through its multi-level participant interactions. Self-eficacy underscores the importance of confidence in one’s abilities; by ofering peer role models, and a supportive environment, Niñas Pro strengthens participants’ belief in their capacity to succeed in computing, increasing persistence in STEM pathways.
Our findings align with patterns observed in similar initiatives aimed at increasing female participation in STEM. For example, programs such as Chicas en Tecnología and Technovation Girls also leverage mentorship, peer collaboration, and project-based learning to build both technical skills and confidence among participants. However, Niñas Pro’s sustained engagement model, where graduates transition into volunteer and leadership roles, appears less common and may strengthen long-term community bonds and social capital. These comparative reflections suggest that while the core mechanisms for empowerment are shared across contexts, structural features that promote intergenerational continuity could be critical for amplifying impact and ensuring sustainability in gender equity initiatives.
Future eforts will focus on formalizing a regional volunteer training academy, developing an alumni network to monitor long-term outcomes, and expanding collaborations with public and private sectors to ensure program sustainability and amplify its impact on gender equity in technology.
The authors are grateful to Universidad de Chile, Universidad de los Andes de Chile, Universidad de Concepción, Universidad Católica del Norte, Pontificia Universidad Católica de Chile, and Universidad Técnica Federico Santa María for their support. Thank you to Instituto Milenio de Fundamentos de los Datos, Delivery Technologies SpA, Fintual SpA, Entel Ocean, Microsoft, Vacasa, Synopsys Chile Ltda, Motorola Solutions Foundations, Falabella.com SpA, Banco Itaú Chile, Uber Chile, dePaquete.cl, Mechatronic, and Buda.com SpA for the financial support received during the process. This work was funded by ANID Millennium Nucleus in Data Science and Plant Resilience (PhytoLearning) NCN2024_047 (MV).