Diversity Barriers in K-12 Computer Science Education

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.

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

“…Additionally, continuing to talk at, rather than with, parents, in spaces like Twitter can be compared to how teachers withhold physical resources (e.g., textbooks) from Black families with low-income backgrounds due to racial stereotypes about families' interest in parental engagement and ability to care for materials [11]. Though parents from low-income and racial minorities may have more limited access to technology in the home [20,37,53], educators should resist stereotypes about parents' willingness and ability to engage in mathematics education in online spaces.…”

“…Structural inequities make Black Americans less likely to work jobs possible from home or to have medical insurance, but more likely to have medical conditions that increase risk [19]. Furthermore, Black and Latinx households in the U.S. are less likely to have the technology necessary to engage with online instruction offered by schools [20], and as educational responsibilities increased for parents, mothers experienced a disproportionate rise in unpaid care work [21]. Individuals from groups marginalized on the basis of race, gender, and class felt the impacts of the pandemic more heavily and consequently reported higher rates of major negative mental health impacts [21,22].…”

A Socially Relevant Focused AI Curriculum Designed for Female High School Students

“…There has been a decline in female interest in computer science and computer science topics over the past several years (Seneviratne 2017). Considering how the gender disparity in Tech has a statistically even distribution across race, ethnicity, and socioeconomic status levels, it can be deduced that the factors influencing the gender gap are not the same as those impacting the systemic connections between race, ethnicity, and income (Wang and Hejazi Moghadam 2017). Therefore, this problem is not only about access, but it is also compounded with social barriers and perceptions (Wang and Hejazi Moghadam 2017).…”

“…Considering how the gender disparity in Tech has a statistically even distribution across race, ethnicity, and socioeconomic status levels, it can be deduced that the factors influencing the gender gap are not the same as those impacting the systemic connections between race, ethnicity, and income (Wang and Hejazi Moghadam 2017). Therefore, this problem is not only about access, but it is also compounded with social barriers and perceptions (Wang and Hejazi Moghadam 2017). Research has shown that female interest in computer science changes in early high school, where first career choices occur (Microsoft Corporation 2017).…”

Identifying Youths’ Spheres of Influence through Participatory Design

“…Our approach seeks to draw on students' own ideas to create accessible and engaging curricular materials to teach young learners (ages10-14) advanced computing skills. Culturally responsive computing curricula are needed for the field of computing given that minoritized individuals from diverse races, ability levels, income levels, and girls have been historically excluded from early computer science learning experiences (Margolis et al, 2008;Wang & Moghadam, 2017) and, therefore, are underrepresented in courses in high school and beyond (Pereira & Tikhonenko, 2017;Zweben & Bizot, 2018). While teachers are traditionally the designers of learning contexts, in our work, we give students agency to be designers of learning environments (Holm Sørensen & Tweddell Levinsen, 2014) through participatory design (Bødker et al, 2000;Druin, 2002).…”