In contrast to other STEM fields, over the last thirty years computer science has grown increasingly male-dominated. Using large-scale US survey data on field of education and occupation as well as data on computer and videogame playing from the mid-1980s to the early 2000s, I study the effect of the spread of videogames on the widening of the gender gap in computer science. Using two-way fixed effects regressions exploiting variation in the spread of videogames by state of birth and cohort, I find that for men, greater exposure to videogames when young is associated with (1) an increased probability of obtaining a bachelor’s degree in computer science (2) an increased probability of working in a computer-related occupation, and (3) a decreased probability of obtaining any bachelor’s degree. Among those who obtain a bachelor’s degree, a 20% increase in the spread of videogames in their cohort (while teenagers) is associated with a 10% increase in the gender gap in the probability of studying computer science, and a 14% increase in the gender gap in the probability of working in a related field. To address potential endogeneity, I instrument for videogame exposure using the early prevalence of videogame arcades by state combined with national sales of games released each year. The IV analysis confirms the results, suggesting that videogame exposure may be an important driver of the gender gap in computer science, and providing additional evidence of the long-term role of non-academic activities during childhood on education and career choices and outcomes.

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