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Equitable Learning Environments in K-12 Computing: Teachers’ Views on Barriers to Diversity

Published: 30 January 2019 Publication History

Abstract

The current efforts to expand computer science (CS) education in K-12 schools, such as the “CS for All” initiative, highlight the need for all students to get an opportunity to study computing. However, as recent research has shown, diversity in computing at the K-12 level remains problematic, and additional research is needed to look at how computer science learning environments can impact minority student interest and retention in CS. In this article, we report results from an in-depth qualitative study of high school computer science teachers’ perspective on barriers to increasing diversity in their classes. Based on teachers’ experiences, we provide practical recommendations on how to encourage equitable learning environments in K-12 computer science courses.

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    cover image ACM Transactions on Computing Education
    ACM Transactions on Computing Education  Volume 19, Issue 3
    September 2019
    333 pages
    EISSN:1946-6226
    DOI:10.1145/3308443
    Issue’s Table of Contents
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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    Publication History

    Published: 30 January 2019
    Accepted: 01 October 2018
    Revised: 01 June 2018
    Received: 01 March 2017
    Published in TOCE Volume 19, Issue 3

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