Quantifying Disparities in Computing Education: Access, Participation, and Intersectionality
Quantifying Disparities in Computing Education: Access, Participation, and Intersectionality
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量化计算机教育中的差异：访问、参与和交叉性
DOI：
10.1145/3408877.3432392
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Michelle Kennedy
中科院分区：
文献类型：
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作者：
Jayce R. Warner;J. Childs;Carol L. Fletcher;N. Martin;Michelle Kennedy
在CS教育的定量研究遭受了不注意固有的复杂性测量教育公平。本研究旨在理清教育公平的复杂性，并通过开发一个用于量化不平等的差异指数，并利用它来调查考虑交叉性和区分获得和参与CS教育的重要性，来推进该领域的发展。这项描述性研究分析了德克萨斯州N= 1，537，073名高中生的学生人口统计和课程数据。结果表明，差距指数可以作为一个有用的工具，量化和评估CS教育的公平。对于属于多个代表性不足的亚群体的学生来说，在获得和参与CS教育方面的差距更加严重（例如，农村黑人）。在获得和参与的衡量标准之间存在差异。这项研究的影响是，会计学生的多重社会身份的交叉性和区分访问和参与定量措施是理解（从而解决）教育公平的复杂性的关键。
Quantitative research in CS education has suffered from inattention to complexities inherent in measuring educational equity. This study aims to tease apart the complexities of educational equity and advance the field by developing a disparity index for quantifying inequities and using it to investigate the importance of accounting for intersectionality and distinguishing between access to and participation in CS education. This descriptive study analyzed student demographic and course-taking data for N=1,537,073 high school students in Texas. Results showed the disparity index can be a useful tool for quantifying and assessing equity in CS education. Disparities in terms of access to and participation in CS education were compounded for students who were members of multiple underrepresented subpopulations (e.g., rural Black females). Disparities differed between measures of access and participation. Implications of this study are that accounting for the intersectionality of students' multiple social identities and distinguishing between access and participation in quantitative measures are key to understanding (and thus addressing) the complexities of educational equity.