Can Computing Be Diversified on "Principles" Alone? Exploring the Role of AP Computer Science Courses in Students' Major and Career Intentions

Autor/inn/en	Sax, Linda J.; Newhouse, Kaitlin N. S.; Goode, Joanna; Nakajima, Tomoko M.; Skorodinsky, Max; Sendowski, Michelle
Titel	Can Computing Be Diversified on "Principles" Alone? Exploring the Role of AP Computer Science Courses in Students' Major and Career Intentions
Quelle	In: ACM Transactions on Computing Education, 22 (2022) 2, Artikel 18 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Advanced Placement Programs; Computer Science Education; Equal Education; High School Students; College Students; Gender Bias; Racism; Ethnicity; Student Interests; College Freshmen; Correlation; Academic Aspiration; Occupational Aspiration; Course Selection (Students); Predictor Variables; Gender Differences; Disproportionate Representation; Racial Differences + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Geschlechterstereotyp; Rassismus; Ethnizität; Studieninteresse; Studienanfänger; Korrelation; Berufsneigung; Berufsziel; Course selection; Kurswahl; Prädiktor; Geschlechterkonflikt; Rassenunterschied
Abstract	The Advanced Placement Computer Science Principles (APCSP) course was introduced in 2016 to address long-standing gender and racial/ethnic disparities in the United States among students taking Advanced Placement Computer Science (APCS) in high school, as well as among those who pursued computing majors in college. Although APCSP has drawn a more diverse population of course takers than the traditional Advanced Placement Computer Science A (APCSA) course, questions remain about whether the new course portends students' longer-term interest in computing and technology. This study used data from more than 120,000 first-year college students in the United States to understand the relationship between taking APCSA, APCSP, or both APCS courses and students' aspirations to major in computing or to pursue a computing or technology career. Our results indicated that taking APCSA or taking both APCS courses positively predicted students' major or career aspirations in computing and technology, but that taking only APCSP did not predict long-term computing interest (although positive associations were identified for women). The findings identify a possible tension in the function of APCSP, as it appears to broaden access to computing knowledge, but may not necessarily encourage longer-term computing aspirations for all groups of underrepresented students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01