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Abstract: It is critical that we understand the systemic issues that have led to the historic marginalization of students in K-12 computer science education (CSEd) to the degree that we can design equity-centered policy and actions. Investments in CSEd have expanded rapidly through local interventions and state policy, however the data required to understand the impact of this expansion continues to lag or be insufficient. This paper takes a retrospective look at efforts to measure broadening participation in computing (BPC) approaches and identifies equity-explicit strategies moving forward, Over the last two decades, efforts to measure BPC have evolved from ad-hoc grassroots methods to more systematic and sustainable approaches. BPC, often interpreted as access and participation, does not address the inherent inequality embedded in the K-12 American public education system. Current data efforts often focus on the student, obscuring the systems and practices that contribute to inequities in CSEd. This paper concludes with recommendations for prioritizing data utilization and the development of holistic data systems that are woven into strategic plans that lead to systems change and equitable student access, participation and experiences in computing.
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Who Has a Seat at the Table in CSed?: Rethinking Equity Through the Lens of Decision-making and Power in Computer Science Education Initiatives
Who makes decisions about what K-12 computer science education(CSed) should look like? While equitable participation is a central focus of K-12 CSed, the field has largely thought about equity through the lens of providing access to inclusive and robust CS learning. But issues of who has a "seat at the table" in determining the shape of those experiences, and the larger field that structures them, have been largely under-explored. This panel session argues that equitable CSed must take into account questions of participation in decision-making about CSed, with such issues of power themselves a key dimension of equity in any education effort. We highlight efforts engaging stakeholders from across the education landscape-parents, educators, community members, administrators, and students-exploring how decision-making is structured, how voices that are usually marginalized might be elevated, the tensions involved in these processes, and the relationships between participation and equity.
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- PAR ID:
- 10186627
- Date Published:
- Journal Name:
- Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE)
- Page Range / eLocation ID:
- 329 - 330
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3328778.3366969
