Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives

Santo, Rafi; DeLyser, Leigh Ann; Ahn, June; Pellicone, Anthony; Aguiar, Julia; Wortel-London, Stephanie

doi:10.1109/respect46404.2019.8985901

Cited by 35 publications

(17 citation statements)

References 21 publications

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“…Computer science is a science that reduces its resistances. It has been done by determining the universalization of access to science by using equity as an agreement in the educational community [225]. In this case, there is the forming of an identity of abilities such as institutions as a form of recognition [226], creating a structural, instructional, and curricular learning ecosystem for programs up to partnerships with local organizations, namely a community that forms an ecosystem based on equity [227].…”

Section: B Discussion: Accumulation and Spread -The Growth Overviewmentioning

confidence: 99%

Computer Science

Nasution¹,

Hidayat²,

Syah³

2022

International Journal on Advanced Science, Engineering and Information Technology

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Possible for science itself, conceptually, to have and will understand differently, let alone science also seen as technology, such as computer science. After all, science and technology are viewpoints diverse by either individual, community, or social. Generally, it depends on socioeconomic capabilities. So it is with computer science has become a phenomenon and fashionable, where based on the stream of documents, various issues arise in either its theory or implementation, adapting different communities, or designing curriculum holds in the education system. Generally, there are gaps between rich and poor, masculine and feminine, and basic sciences, engineering, and social sciences in accessing and using computer science. In particular, there have been various developments in hardware, software, and brain-ware from computer science in the application. There are recurring problems shortly, in the same or different places, both in developed and technologically lagging countries. Although computer science is still new, it has provided various innovations through research, which is proven by many documents. Therefore, following the growth of computer science -documents in the reputable indexed database, Scopus -there are clues for showing the trends. That is, dividing documents into three-time sessions: sloping, increasing and decreasing. That is by using a growth graphic. Then equip it with some parameters: topics and the weights from hit counts of databases. It gives the meaning as an interpretation to support the reviews. Therefore, this paper will provide a commentary related to that growth. It is for showing that despite the spread of studies, at the last time-session, the issues were always present simultaneously at the same time in accumulation. That is for describing a study title of computer science about what the world already has, going, and will understand about computer science. It is a view regarding its philosophy, basic science, applications, and technology as concepts and solutions that make computer science the primary foundation for skills and professions in the 21 st century through the education system. Therefore, other scientific fields such as informatics, computer engineering, information science, information technology, and data science, which are at the crossroads of computer science, are also scientific fields that raise different issues.

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Section: B Discussion: Accumulation and Spread -The Growth Overviewmentioning

confidence: 99%

Computer Science

Nasution¹,

Hidayat²,

Syah³

2022

International Journal on Advanced Science, Engineering and Information Technology

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“…Other RPP researchers focused on how teachers made sense of equity and justice within their classrooms and curriculum. For example, Santo et al (2019) explored how K-12 educators conceptualized equity and how those conceptualizations shaped their planning and implementation of district-wide CS initiatives. Findings illustrated that members conceptualized equity within their initiatives in the following ways: (a) equity in who Computer Science is for, (b) equity in how Computer Science is taught, and (c) equity in what Computer Science is taught.…”

Section: Purpose Of the Research Focused On Equity And Justicementioning

confidence: 99%

Equity and Social Justice in Research Practice Partnerships in the United States

Vetter

Faircloth

Hewitt

et al. 2022

Review of Educational Research

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Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships’ existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.

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“…Moreover, discrepancies in access to technology in the home and CS educational experiences persist, and are particularly pronounced for Black and Hispanic students and youth from lower SES families (Wang et al, 2016). Together, these findings suggests that research attention must be paid to diverse learners' experiences with STEM and CS, teachers' and administrators' roles in broadening participation in CS, instructional practices facilitating inclusive practice and CS learning, and educational structures and policies contributing to equitable CS educational opportunities (Ryoo et al, 2019;Santo et al, 2019).…”

Section: The Importance Of Addressing Group Differences In Computer Sciencementioning

confidence: 99%

Examining equity in an elementary school computer science intervention using component-based research

Ferris

Century²,

Zuo³

2021

IJCSES

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This article reports on implementation of a problem-based learning intervention developed with the intention of finding time for computer science (CS) in the elementary school day. This study investigated differences in effects on students in particular socio-demographic groups using a quasi-experimental design. We first provide an overview of the perennial problem of group differences or “gaps” in student outcomes. Then we illustrate how, using component-based research (CBR), we moved beyond the question of whether the intervention worked, to focus on which parts of the intervention worked, for whom, and under what conditions. Using hierarchical linear modeling, this study draws from a sample of 16 elementary schools with 321 teachers and 5791 students in Broward County, Florida, the sixth largest school system in the United States. This study complements a previous paper (Authors, 2020), which examined associations between intervention components and student outcomes by investigating how outcomes differ for students in different socio-demographic groups and whether the presence of particular intervention components amplify or reduce differences. Through CBR, our work illustrates that CS interventions which may appear to benefit students overall, may be less beneficial or even detrimental to particular groups.

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Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives

Cited by 35 publications

References 21 publications

Computer Science

Computer Science

Equity and Social Justice in Research Practice Partnerships in the United States

Examining equity in an elementary school computer science intervention using component-based research

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