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.

对计算教育的访问是否可以提高公平？ 为了解决妇女和有色人种在计算教育和职业中的代表性不足，国家，国家和地方的努力已加剧，以扩大在中学一级接受计算机科学教育的机会，并提供所有学生参与技术驱动的经济所需的技能。 这项研究研究了加利福尼亚州代表性不足的学生的计算课程序列的扩展与计算教育课程访问的扩展与注册，成功和持久性之间的关系。这项研究研究了当前对计算计划的扩大参与是否正在改善高中水平计算中的种族和性别平等。这项工作为有效地改善各种有色人种和各种女性的人的计算教育成果的策略提供了策略，并扩大了未来美国计算机劳动力的人才库。这项研究集中在加利福尼亚州，研究了已经实施计算机科学课程扩展工作的三个学区的全州数据趋势和数据 - 奥克兰，洛杉矶和旧金山。这项对计算课程可用性的多年纵向研究，学生入学/参与，学生的成功以及计算课程中的持久性：（a）确定成功的干预措施和现有的挑战，扩大计算中的参与和闭合公平差距，以及（b）确定了简短和长期计算范围的人口统计学，学术和课程因素，这些因素可以预测到跨越学院的范围。这项工作通过有意的不断改进的过程来为正在进行的地区和州级计算机科学扩展计划提供信息，并改善正在进行的地区和州级的计算机科学扩展计划，并产生经验和理论发现，以提供努力，以扩大参与K-12计算机教育的努力。

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