Take space, make space: how students use computer science to disrupt and resist marginalization in schools

September 27th, 2020 | RESEARCH

Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward “CS for All.” This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all.

Document

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Team Members

Jean Ryoo, Author, University of California Los Angeles
Tiera Tanksley, Author, University of Colorado Boulder
Cynthia Estrada, Author, University of California Los Angeles
Jane Margolis, Author, University of California Los Angeles

Citation

Identifier Type: DOI
Identifier: 10.1080/08993408.2020.1805284

Publication: Computer Science Education
Volume: 30
Number: 3
Page(s): 337-361

Related URLs

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Tags

Access and Inclusion: Ethnic | Racial | Low Socioeconomic Status | Urban | Women and Girls
Audience: Educators | Teachers | Learning Researchers | Youth | Teen (up to 17)
Discipline: Computing and information science | Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs