K-12 Computer Science Education Across the U.S.

Hai, Hong; Wang, Jennifer; Moghadam, Sepehr Hejazi

doi:10.1007/978-3-319-46747-4_12

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…Unfortunately, girls struggle to see themselves as competent in computer science because they have not had opportunities to develop skills. In addition, cultural stereotypes related to who succeeds in coding, limits the level of recognition girls receive making them not equally recognized in K‐12 computer science education (Hong, Wang, & Moghadam, 2016). Master et al (2016) found that girls' have a lower sense of belonging in computer science classrooms than boys because of perceived disciplinary stereotypes.…”

Section: Introductionmentioning

confidence: 99%

The role of recognition in disciplinary identity for girls

2020

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Computing fields are foundational to most STEM disciplines and the only STEM discipline to show a consistent decline in women's representation since 1990, making it an important field for STEM educators to study. The explanation for the underrepresentation of women and girls in computing is twofold: a sense that they do not fit within the stereotypes associated with computing and a lack of access to computer games and technologies beginning at an early age (Richard, 2016). Informal coding education programs are uniquely situated to counter these hurdles because they can offer additional resources and time for engagement in specially designed activities developed around best practices to improve girls coding identities (National Research Council [NRC], 2009). We draw upon research by Calabrese Barton et al. (2013) and Carlone and Johnson's (2007) research as a lens by which to examine girls' coding identity work in an informal coding education setting—a concept not currently defined in the science education research literature. In this paper, we describe the coding identity trajectories of three middle school girls who participated in a coding camp: Lilly, Victoria, and Beth. Our results provide a conceptual framework that will guide future research on coding identity that better encompasses the role of recognition by educators and peers on youth's coding identity development. This framework can be used to guide broader science education identity research, particularly as it applies to informal STEM education settings that work to engage students, especially girls, across the STEM spectrum.

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Section: Introductionmentioning

confidence: 99%

The role of recognition in disciplinary identity for girls

2020

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“…We conduct nine interviews, with eight participants identifying as a woman and one participant identifying somewhere on the woman to non-binary scale. A short description of the different interview participants is found in table, see Wants to focus on back-end development P8 25 Master student focusing on business possibilities with software solutions P9 33 Current goal within software engineering is to develop better cloud computing skills…”

Section: Rq2: Interview Resultsmentioning

confidence: 99%

“…Another study that touches on how female students are perceived is one that studied students, teachers and parents in K-12, their perception and understanding of computer science as a research field, while also looking at differences between both gender and race [25]. One of their most relevant findings was that media shows a narrow perception of who does computer science, being mainly "white, male and wearing glasses".…”

Section: Peer Interactions and Representationmentioning

confidence: 99%

Breaking Barriers: Investigating the Sense of Belonging Among Women and Non-Binary Students in Software Engineering

Boman,

Andersson,

de Oliveira Neto

2024

Proceedings of the 46th International Conference on Software Engineering: Software Engineering Education and Training

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Women in computing were among the first programmers in the early 20 th century and were substantial contributors to the industry. Today, men dominate the software engineering industry. Research and data show that women are far less likely to pursue a career in this industry, and those that do are less likely than men to stay in it. Reasons for women and other underrepresented minorities to leave the industry are a lack of opportunities for growth and advancement, unfair treatment and workplace culture. This research explores how the potential to cultivate or uphold an industry unfavourable to women and non-binary individuals manifests in software engineering education at the university level. For this purpose, the study includes surveys and interviews. We use gender name perception as a survey instrument, and the results show small differences in perceptions of software engineering students based on their gender. Particularly, the survey respondents anchor the values of the male software engineer (Hans) to a variety of technical and non-technical skills, while the same description for a female software engineer (Hanna) is anchored mainly by her managerial skills. With interviews with women and non-binary students, we gain insight on the main barriers to their sense of ambient belonging. The collected data shows that some known barriers from the literature such as tokenism, and stereotype threat, do still exist. However, we find positive factors such as role models and encouragement that strengthen the sense of belonging among these students. CCS CONCEPTS• Applied computing → Collaborative learning; • Social and professional topics → Software engineering education; Gender.

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“…A number of country and regional reports have been produced with the aim of identifying and describing in a comparable, standardised way, the intended curriculum, defined by Porter and Smithson [42] as "such policy tools as curriculum standards, frameworks, or guidelines that outline the curriculum teachers are expected to deliver". Gander [25] and Balanskat and Engelhardt [6] have explored K-12 CS curriculum initiatives across Europe, while several reports have been undertaken for initiatives in the UK [53,54], the US [26],…”

Section: Literature 21 K-1cs Implementationmentioning

confidence: 99%