Building a Gender-Inclusive Secondary Computer Science Program: Teacher Led and Stakeholder Supported

Autor/inn/en	Karlin, Michael; Ottenbreit-Leftwich, Anne; Liao, Yin-Chan
Titel	Building a Gender-Inclusive Secondary Computer Science Program: Teacher Led and Stakeholder Supported
Quelle	In: Computer Science Education, 33 (2023) 1, S.117-138 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karlin, Michael) ORCID (Ottenbreit-Leftwich, Anne) ORCID (Liao, Yin-Chan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2131281
Schlagwörter	Computer Science Education; Gender Differences; Student Participation; High School Students; Inclusion; Equal Education; Student Recruitment; Program Development; Introductory Courses; Access to Education; Teacher Attitudes; Administrator Attitudes; Counselor Attitudes + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inklusion; Programmplanung; Einführungskurs; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten
Abstract	Background: Despite ongoing calls for prioritizing K-12 computer science (CS) education, an enduring gender gap exists. Objective: We explored one high school CS program where female participation was consistently higher than state averages to better understand how the program was developed. Method: Using a case study method, data were collected over three-months through interviews, observations, course documents, student reflections, and researcher reflections. Constant comparative analysis was employed to analyze data throughout and following data generation. Findings: Recruitment and teacher support were key practices. Recruitment practices included letter writing campaigns and recruiting from introductory CS courses. Teacher support came from counselors, administrators, and other teachers. While the CS program was consistently more gender-inclusive, the focus when building the program had been on supporting "all" students, not only female students. Implications: Recruitment should be active and purposeful, but using academic indicators for targeted recruitment campaigns can limit student exposure. Teachers need support for broadening participation, particularly from counselors and administrators, who must also be aware of what CS is and their role in these efforts. Opportunities for coteaching within CS programs can be beneficial for growth. Overall, broadening participation must be a holistic effort, supported by school-wide stakeholders, not only CS teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01