  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.
