Defining a "Computer Science Person" and the Pedagogical Practices Supporting Positive Identification for Minoritized Youth
Defining a "Computer Science Person" and the Pedagogical Practices Supporting Positive Identification for Minoritized Youth
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DOI：
10.1145/3545945.3569794
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发表时间：
2023-03
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影响因子：
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通讯作者：
Jean J. Ryoo;K. Tsui
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文献类型：
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作者：
Jean J. Ryoo;K. Tsui
本文探讨了美国西海岸一个大型城市学区的高中生计算机科学 (CS) 身份的转变和在一学年的大学先修计算机科学原理和探索计算机科学课堂中的参与度之间的关系。通过对 2018-19 学年进行的 500 多项前后调查进行分析，并通过交叉分析比较拉丁裔和拉丁裔在这个主要是低收入的拉丁裔/a/x 学区的观点，本文回答了以下研究问题：(1) 谁被认为是“CS 人”，这对他们意味着什么？ (2) 哪些教学实践似乎与 CS 认同和参与关系最大？
This paper explores the relationship between high school students' shifting computer science (CS) identity and engagement over the course of one school year in both Advanced Placement Computer Science Principles and Exploring Computer Science classrooms in a large US west coast urban school district. Through an analysis of over 500 pre- and post-surveys administered during the 2018-19 school year-with an intersectional analysis comparing Latina and Latino perspectives in this primarily low-income, Latino/a/x school district-this paper answers the following research questions: (1) Who identifies as "CS people" and what does that mean to them? and (2) Which teaching practices seem to have the greatest relationship with CS identification and engagement?