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Diversity Barriers in K-12 Computer Science Education: Structural and Social

Authors:

Sepehr Hejazi MoghadamAuthors Info & Claims

SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

Pages 615 - 620

https://doi.org/10.1145/3017680.3017734

Published: 08 March 2017 Publication History

Abstract

As computer science (CS) education expands at the K-12 level, we must be careful to ensure that CS neither exacerbates existing equity gaps in education nor hinders efforts to diversify the field of CS. In this paper, we discuss structural and social barriers that influence Blacks, Hispanics, and girls, based on surveys of 1,672 students, 1,677 parents, 1,008 teachers, 9,805 principals, and 2,307 superintendents in the United States. We find that despite higher interest in CS among Black and Hispanic students and parents, these students experience greater structural barriers in accessing computers and CS classes than White students. And while girls have the same access as boys, social barriers exist with girls reporting lower awareness of CS opportunities outside of classes, less encouragement from teachers and parents, and less exposure to CS role models in the media. It is critical for expanding CS opportunities to address the unique issues for each group.

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Cited By

Childs JZarch RDunton SMadkins TTrautmann KTaylor ZJacobson MOzturk SOttenbreit-Leftwich A(2024)Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 EducationReview of Research in Education10.3102/0091732X24128647548:1(121-153)Online publication date: 28-Oct-2024
https://doi.org/10.3102/0091732X241286475
Computer Science Teachers Association Institute for Advancing Computing Education Association for Computing Machinery Code.org College Board CSforALL Expanding Computing Education Pathways Alliance (2024)Reimagining CS Pathways: High School and Beyond10.1145/3678016Online publication date: 25-Sep-2024
https://doi.org/10.1145/3678016
Saffar Perez MLewis CPearson TStrickland CIsrael M(2024)Predictors of K-12 CS Teacher Isolation and Course OfferingsProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656098(35-42)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656098
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Index Terms

Diversity Barriers in K-12 Computer Science Education: Structural and Social
1. General and reference
  1. Document types
    1. Surveys and overviews
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Informal education
      2. K-12 education
  2. User characteristics

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Published In

cover image ACM Conferences

SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

March 2017

838 pages

ISBN:9781450346986

DOI:10.1145/3017680

General Chairs:
Michael E. Caspersen
Aarhus University
,
Stephen H. Edwards
Virginia Tech
,
Program Chairs:
Tiffany Barnes
North Carolina State University
,
Daniel D. Garcia
University of California, Berkeley

Copyright © 2017 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 08 March 2017

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SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education

March 8 - 11, 2017

Washington, Seattle, USA

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SIGCSE '17 Paper Acceptance Rate 105 of 348 submissions, 30%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

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https://doi.org/10.3102/0091732X241286475
Computer Science Teachers Association Institute for Advancing Computing Education Association for Computing Machinery Code.org College Board CSforALL Expanding Computing Education Pathways Alliance (2024)Reimagining CS Pathways: High School and Beyond10.1145/3678016Online publication date: 25-Sep-2024
https://doi.org/10.1145/3678016
Saffar Perez MLewis CPearson TStrickland CIsrael M(2024)Predictors of K-12 CS Teacher Isolation and Course OfferingsProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656098(35-42)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656098
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Christensen IMarcher MInie NBrabrand C(2024)Invisible Women in IT: Examining Gender Representation in K-12 ICT Teaching MaterialsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671111(246-262)Online publication date: 12-Aug-2024
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Ojha VWatkins APerdriau CIsenegger KLewis C(2024)Instructional Transparency: Just to Be Clear, It's a Good ThingProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671091(192-205)Online publication date: 12-Aug-2024
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Smith JMcGill MStephenson BStone JBattestilli LRebelsky SShoop L(2024)The Landscape of Disability-Related K-12 Computing Education ResearchProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 210.1145/3626253.3635552(1820-1821)Online publication date: 14-Mar-2024
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Kazerouni ALehr JWood ZStephenson BStone JBattestilli LRebelsky SShoop L(2024)Community Action Computing: A Data-centric CS0 CourseProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630807(646-652)Online publication date: 7-Mar-2024
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Kovaleva YSivasankaran PHapponen A(2024)Who is that Girl? Drawing a Portrait of a Female Student in Software Engineering2024 36th International Conference on Software Engineering Education and Training (CSEE&T)10.1109/CSEET62301.2024.10663025(1-5)Online publication date: 29-Jul-2024
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Kovaleva YKasurinen JKindsiko EHapponen A(2024)State-of-the-Art Review on Current Approaches to Female Inclusiveness in Software Engineering and Computer Science in Higher EducationIEEE Access10.1109/ACCESS.2023.334676712(1360-1373)Online publication date: 2024
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