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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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Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 Education
Over the past 20 years, there has been a concentrated effort on expanding K–12 pathways, experiences, and access in computer science education (CSEd). Computer science (CS) is a multifaceted discipline within education, and the current emphasis in education policy has focused on how to expand access for K–12 students in CSEd that will lead to increased innovation and bring new participants into the United States labor economy. Industry partners have advocated for policies and incentives to increase pathways to CS opportunities. This chapter interrogates the side effects of CSEd and offers a framework for considering how side effects impact CS teaching and learning. We highlight the barriers that exist within CS and CSEd and how broadening participation in computing efforts could address longstanding equity and disparity issues.
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- Award ID(s):
- 2137834
- PAR ID:
- 10654174
- Publisher / Repository:
- American Educational Research Association, Sage Publishing
- Date Published:
- Journal Name:
- Review of Research in Education
- Volume:
- 48
- Issue:
- 1
- ISSN:
- 0091-732X
- Page Range / eLocation ID:
- 121 to 153
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.3102/0091732X241286475
