Among school children, the interest in dealing with computing science varies between different age groups and countries, but it can be observed that it tends to decline among young women, and it is mostly men who gain a foothold in this domain. Various programs and activities are meant to increase the interest of all our children, but measurement instruments to collect baseline data and interpret effects of (classroom) interventions are rare.

In this work, we present a framework that allows us for collecting measures (personality traits, interests, and self-concept) from different age groups, and we use it to take a closer look at girls and boys at lower secondary school level. We report on measurable similarities as well as differences and, in the context of our own teaching interventions, we come up with first recommendations and suggestions in order to encourage secondary school teachers and curriculum developers to also address the needs and interests of girls and boys.