Does Access to Computing Education Improve Equity? Identifying Promising Practices and Existing Barriers for Broadening Participation among Underrepresented Students in California

获得计算机教育是否可以改善公平？

• 批准号: 1748316
• 负责人: Allison Scott
• 金额: $ 60.31万
• 依托单位: Level Playing Field Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1748316&HistoricalAwards=false
• 关键词: Does; Access; Computing; Education; Improve

Does Access to Computing Education Improve Equity? To address the underrepresentation of women and people of color in computing education and careers, national, state, and local efforts have ramped up to expand access to computer science education at the secondary school level and provide the skills all students need to participate in the technology-driven economy. This study examines the relationship between the expansion of access to computing education course offerings and the enrollment, success, and persistence in computing course sequences among underrepresented students across the state of California. This study examines whether current broadening participation in computing initiatives are improving racial and gender equity in computing at the high school level. The work informs strategies for effectively improving computing education outcomes among underrepresented people of color and women of all kinds and broadening the talent pool of the future U.S. computing workforce. This study focuses in California, examining statewide data trends and data across three school districts that have implemented computer science course expansion efforts-- Oakland, Los Angeles and San Francisco. This multiyear longitudinal study of computing course availability, student enrollment/participation, student success, and persistence in computing courses: (a) Identifies successful interventions and existing challenges in broadening participation and closing equity gaps in computing, and (b) Identifies the demographic, academic, and curricular factors that are predictive of short- and long-term computing outcomes across student populations. This work informs, refines, and improves ongoing district and state-level computer science expansion plans through an intentional process of continual improvement, and produces empirical and theoretical findings to inform efforts to broaden participation in K-12 computing education.

获得计算机教育是否会改善公平性？ 为了解决妇女和有色人种在计算机教育和职业中代表性不足的问题，国家，州和地方都加大了努力，以扩大中学阶段的计算机科学教育，并提供所有学生参与技术驱动型经济所需的技能。 本研究探讨了扩大获得计算教育课程的产品和入学，成功，并在计算课程序列之间的代表性不足的学生在整个加州州的持久性之间的关系。本研究旨在探讨目前扩大参与计算的举措是否正在改善种族和性别平等的计算在高中一级。这项工作为有效改善有色人种和各种女性代表性不足的人的计算教育成果以及扩大未来美国计算劳动力的人才库提供了策略。这项研究的重点是在加州，检查全州的数据趋势和数据在三个学区，已实施计算机科学课程扩展的努力-奥克兰，洛杉矶和旧金山弗朗西斯科。这项对计算机课程可用性、学生入学/参与、学生成功和计算机课程持续性的多年纵向研究：（a）确定在扩大计算机参与度和缩小公平差距方面的成功干预措施和现有挑战，以及（b）（B）确定预测学生群体短期和长期计算成果的人口、学术和课程因素。这项工作通过持续改进的有意过程通知，完善和改进正在进行的地区和州级计算机科学扩展计划，并产生经验和理论研究结果，以通知努力扩大K-12计算教育的参与。

项目成果

Researching Race in Computer Science Education: Demystifying Key Vocabulary and Methods

计算机科学教育中的种族研究：揭秘关键词汇和方法

• DOI: 10.1145/3328778.3366965
• 发表时间: 2020
• 期刊: Proceedings of SIGCSE ’20: Special Interest Group for Computer Science Education (SIGCSE ’20
• 作者: Lewis, Colleen M.;Goode, Joanna;Scott, Allison;Shah, Niral;Vakil, Sepehr
• 通讯作者: Vakil, Sepehr