Social Perceptions in Computer Science and Implications for Diverse Students
Social Perceptions in Computer Science and Implications for Diverse Students
复制标题
计算机科学的社会认知及其对不同学生的影响
DOI：
10.1145/3105726.3106175
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Juliet Tiffany
中科院分区：
文献类型：
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作者：
Jennifer Wang;S. H. Moghadam;Juliet Tiffany
在计算机科学（CS）的多样性的障碍是复杂的，包括结构和社会的障碍。在本文中，我们重点关注美国7-12年级学生的社会认知，使用全国代表性样本的调查，包括1，672名学生，1，677名家长，1，008名教师，9，805名校长和2，307名主管。基于刘易斯、安德森和安原[1，2]的定性研究，我们试图了解有关学生适应性和能力以及外部环境的社会信念。我们研究了这些因素与学生兴趣的关系。结果是一致的，目前的研究机构在CS的社会观念的性别差异。他们还确定了种族/民族的新发现，特别是黑人和西班牙裔学生。随着K-12 CS的扩大，这些发现可以为公平吸引学生的差异化策略提供信息。
The barriers to diversity in computer science (CS) are complex, consisting of both structural and social barriers. In this paper, we focus on social perceptions for students in grades 7-12 in the U.S. using surveys of nationally representative samples of 1,672 students, 1,677 parents, 1,008 teachers, 9,805 principals, and 2,307 superintendents. Building on qualitative work by Lewis, Anderson, and Yasuhara [1,2], we sought to understand social beliefs regarding students' fit and ability as well the external context. We examined these factors' relationships to students' interest. The results are consistent with the current body of research on gender differences in social perceptions in CS. They also identify new findings for race/ethnicity, specifically Black and Hispanic students. As K-12 CS expands, these findings could inform differentiation strategies in equitably engaging students.