Diversity Barriers in K-12 Computer Science Education: Structural and Social
Diversity Barriers in K-12 Computer Science Education: Structural and Social
复制标题
K-12 计算机科学教育中的多样性障碍：结构性和社会性
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. H. Moghadam
中科院分区：
文献类型：
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作者：
Jennifer Wang;S. H. Moghadam
随着计算机科学(CS)教育在K-12级别的扩展，我们必须小心确保计算机科学既不会加剧现有的教育公平差距，也不会阻碍计算机科学领域多样化的努力。在这篇文章中，我们讨论了影响黑人、西班牙裔和女孩的结构性和社会障碍，基于对美国1,672名学生、1,677名家长、1,008名教师、9,805名校长和2,307名负责人的调查。我们发现，尽管黑人和西班牙裔学生和家长对计算机科学有更高的兴趣，但这些学生在接触计算机和计算机科学课程方面遇到了比白人学生更大的结构性障碍。虽然女孩与男孩有同样的机会，但存在社会障碍，女孩报告对课堂外的CS机会的认识较低，教师和家长的鼓励较少，在媒体上接触CS榜样的机会较少。解决每个群体的独特问题对于扩大CS机会至关重要。
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.