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The overarching goal of this project is to critically evaluate the research-to-practice cycle as it relates to broadening participation of African Americans in engineering and computer science, and develop a national agenda grounded in existing literature and subject-matter experts’ perspectives. To address this purpose, our research team is carrying out a three-phased project that includes systematically reviewing the literature, interviewing subject-matter experts, and conducting a Delphi study, aiming to reach consensus on the key issues and gaps in our understanding. Combined, these efforts will reveal significant questions and areas of opportunity to enhance the relationship between research and practice in this area. We are currently in Year 2 of the project. In addition to providing an overview of the project to date, this paper presents salient findings that emerged from a systematic literature review nineteen articles on barriers to African American’s participation in the engineering and CS workforce (i.e., academia, industry, and government). Although the barriers manifest in unique ways based on the workplace context, they can be organized by the three major paradigms that usually shape broadening participation literature as either pipeline barriers, ecosystem barriers, and/or pathway barriers. Most of the studies in this review revealed barriers experiences by individuals within the work environment (i.e., ecosystem barriers). This paper concludes with possible directions for future research that stem from gaps in the literature, and recommendations for addressing existing challenges.
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Towards a National Agenda for Broadening the Participation of African Americans in Engineering and Computer Science: Insights from Year 1
While broadening participation is a national problem, to date, efforts tend to respond with local solutions. Though valuable, such efforts are insufficient and have only led to incremental progress. If the goal is wide-scale improvements, we argue that there is a need to take a step back and re-examine what has been done in terms of research and practice. Accordingly, the proposed work engages multiples sources to present a nationwide solution to a national problem and, hopefully, spark a change in the demographic trends of engineers and computer scientists—an area where progress has been stagnant. The purpose of this study is to (1) critically evaluate the research-to-practice cycle as it relates to broadening participation; and (2) set a national agenda for broadening the participation of African Americans in engineering and computer science that is informed by existing literature and subject matter experts. To address this purpose, our three-phase project entails the following: (1) a systematic review of the literature on barriers to participation and proposed solutions for each juncture of the education-to-workforce pathway; (2) interviews with subject-matter experts to discuss their professional experiences regarding broadening the participation of African Americans, and what can be done to gain momentum in this regard; and (3) a Delphi study to reach consensus on the key issues, gaps in our understanding, significant questions, and breakdowns in the Innovation Cycle of Educational Practice and Research. This project started in January 2017 and is well underway. Our poster will present a summary of the results from Phase 1, our progress in Phase 2, and plans for Phase 3.
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- Award ID(s):
- 1647327
- PAR ID:
- 10080893
- Date Published:
- Journal Name:
- ASEE annual conference & exposition proceedings
- ISSN:
- 2153-5868
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This “work in progress” showcases the methodological processes underway in Phase II of a three-part study. In its entirety, the study aims to (1) critically assess and evaluate the current research-to-practice cycle as it relates to participation and success of African Americans in engineering and computer science, and (2) set a national agenda for broadening the participation of African Americans in these two fields. Phase II of this study consists of semi-structured interviews with approximately 60 subject-matter experts from the fields of K-12 education, undergraduate education, graduate education, and the engineering and computing workforce. This paper discusses the following processes: a) participant recruitment, screening, and selection, as well as, b) protocol development and piloting. Insights about our methodological approaches might be useful to others developing research designs intended to capture the perspectives of various stakeholders associated with similarly complex and multifaceted issues.more » « less
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Facilitating the development of a common framework for monitoring progress in K-12 computer science (CS) education and advocacy with an emphasis on broadening participation is the key to constructing strong CS education policy. Based on a project that brought together leadership teams from six states, a framework for measuring broadening participation in computing (BPC) and setting the foundation for national scaling was developed. Built around a collaboration of leaders representing experience in data gathering, data analysis, data reporting, and data utilization, this project applied the tenets of collective impact to address the challenge of consistently measuring progress toward BPC across state contexts. By establishing a common agenda, including mutually agreed upon definitions of computer science education and broadening participation, these leaders guided the selection of metrics. This led to the development of shared measurement systems and built a deeper understanding of state data systems across the participating states. This phase resulted in common goals and a monitoring system to measure BPC efforts that could inform state policy efforts. Mutually reinforcing activities included the development and sharing of tools, allowing stakeholders to quickly and accurately analyze and disseminate data that drives BPC measurement and policy work. Guided by backbone support to coordinate the work and continuous communication, meaningful participation of all stakeholders was central to the project. Making the case for CS education policy via common metrics and measuring progress across a region stands to impact BPC policy efforts across the United States. The common framework developed in this project serves as a call to action, especially for state and local education agencies committed to increasing diversity in computer science pathways.more » « less
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Despite proliferated efforts to integrate computer science in elementary education, there is a dearth of studies that synthesize the current state of CS education research in formal educational contexts, specifically in upper elementary classrooms. Further, while numerous studies have investigated approaches and strategies that broaden participation in computing, the majority of them focus on secondary and post-secondary settings. The present study uses a systematic literature review process to review research conducted with students in formal classroom settings in grades 4, 5, and 6 and published since 2013. We review the research through two questions: What are barriers to broadening participation in CS in upper elementary (grades 4-6)? What instructional approaches and strategies help broaden participation in CS in upper elementary (grades 4-6)? A systematic search of the literature highlighted approaches used for broadening participation, including using various teaching media, designing scaffolds in instruction, and integrating into other subject areas. We conclude by identifying gaps in the research and identifying areas for further research.more » « less
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