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 AngelesTiera 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
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