Equitable Learning Environments in K-12 Computing: Teachers' Views on Barriers to Diversity

The current efforts to expand computer science (CS) education in K-12 schools, such as the "CS for All" initiative, highlight the need for all students to get an opportunity to study computing. However, as recent research has shown, diversity in computing at the K-12 level remains problema...

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Bibliographic Details
Published in:ACM transactions on computing education 2019-06, Vol.19 (3), p.1-16
Main Authors: Gretter, Sarah, Yadav, Aman, Sands, Phil, Hambrusch, Susanne
Format: Article
Language:English
Subjects:
Adolescents
Barriers
Classroom Environment
Computer Science Education
Disproportionate Representation
Equal Education
Ethnicity
High School Students
High School Teachers
Inclusion
Minority Group Students
Self Concept
Sense of Community
Sex Stereotypes
Social Isolation
Socioeconomic Status
Student Diversity
Student Participation
Teacher Attitudes
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Summary:The current efforts to expand computer science (CS) education in K-12 schools, such as the "CS for All" initiative, highlight the need for all students to get an opportunity to study computing. However, as recent research has shown, diversity in computing at the K-12 level remains problematic, and additional research is needed to look at how computer science learning environments can impact minority student interest and retention in CS. In this article, we report results from an in-depth qualitative study of high school computer science teachers' perspective on barriers to increasing diversity in their classes. Based on teachers' experiences, we provide practical recommendations on how to encourage equitable learning environments in K-12 computer science courses.
ISSN:1946-6226
1946-6226
DOI:10.1145/3282939