Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective
Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective
复制标题
促进包容多样性的计算机科学教学法：多维视角
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Paola Medel
中科院分区：
文献类型：
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作者：
Vahab Pournaghshband;Paola Medel
长期以来，计算机科学领域一直因缺乏少数族裔代表而受到批评。虽然大量文献记录了促进多样性的可能原因和解决方案，但CS仍然远远落后于其他STEM学科。通过跨学科的方法，我们敦促采用多维视角来制定和评估旨在提高学生多样性的教学策略。据我们所知，我们的论文是第一篇，在计算机科学的背景下，(1)研究了在不止两个维度上采用交叉方法的必要性，(2)定义并确定了一个成功的计算机科学学生的谬误原型。此外，我们也是第一个研究其他少数民族类型的可能性和含义：性别非二元学生和年龄相关的少数民族学生。最后，我们提供了一些上下文示例，采用交叉方法来评估CS多样性包容性教学法。
The field of Computer Science has long been criticized for its lack of minority representation. While extensive literature documents possible causes and solutions to promote diversity, CS still falls considerably short of other STEM disciplines. Through an interdisciplinary approach, we urge that a multidimensional perspective be applied to develop and assess pedagogical strategies aimed at improving student diversity. To the best of our knowledge, our paper is the first that, in the context of CS, (1) examines the need to adopt an intersectional approach in more than just two dimensions, and (2) defines and identifies the Fallacious Archetype of a successful CS student. Also, we are the first to investigate the possibility and implication of examining certain other minority types: gender non-binary students and age-related student minorities. To conclude, we provide contextual examples that take an intersectional approach to assess CS diversity-inclusive pedagogies.
影响因子：
2.7
作者：
Davis-Kean, PE
通讯作者：
Davis-Kean, PE