Equity in high school computer science: Beyond access
Equity in high school computer science: Beyond access
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高中计算机科学的公平性：超越获取途径
DOI：
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发表时间：
2021
影响因子：
1.5
通讯作者：
Colleen M. Lewis
中科院分区：
文献类型：
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作者：
Paul Bruno;Colleen M. Lewis
对于K-12计算机科学（CS）的扩展在多大程度上对不同种族背景和性别认同的学生是公平的，我们知之甚少。利用2003 - 2004学年至2018-2019学年期间加州所有高中的纵向课程水平数据，我们发现，加州79%的高中生（包括所有种族群体的大多数）就读于提供计算机科学课程的学校，高于2003年的45%。然而，尽管男女学生参加开设计算机科学课程的学校的可能性相同，但计算机科学课程在女学生的课程注册中所占的比例远低于男学生。非亚裔学生参加的计算机科学课程相对较少，对黑人、西班牙裔和美洲原住民学生来说尤其如此。CS参与中的种族差距在很大程度上可以用获取差距来解释，但CS参与中的性别差距却不能。不同群体的学生有机会接触到具有相似可观察资格的计算机科学教师，但计算机科学教师仍然以白人和男性为主。因此，白人和男性计算机学生比其他学生更有可能拥有同种族或同性导师。我们的研究结果和我们对实践的启示将会引起管理者和政策制定者的兴趣，他们除了需要确保学生公平地获得CS课程之外，还需要仔细关注与公平相关的课程参与和人员配置方面的考虑。
Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.
目标和对计算的看法的一致可以预测学生对计算的归属感
DOI：
10.1145/3291279.3339426
发表时间：
2019
期刊：
Proceedings of the 2019 ACM Conference on International Computing Education Research - ICER ’19
影响因子：
--
作者：
Lewis, Colleen;Bruno, Paul;Raygoza, Jonathan;Wang, Julia
通讯作者：
Wang, Julia
高中 CSforAll 计划成功的三个指标：2003 年至 2019 年计算机科学先修课程考试的人口统计模式
DOI：
10.1145/3328778.3366810
发表时间：
2020
期刊：
SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
Lim, Kip;Lewis, Colleen M.
通讯作者：
Lewis, Colleen M.