Below you'll find a list of all posts that have been tagged as “computer science”
When the COVID-19 pandemic forced teachers nationwide to transition hastily to emergency distance learning environments, concerns about educational equity and access emerged. The Kapor Center and the Computer Science Teachers Association surveyed nearly 3,700 K-12 computer science teachers, to understand how the transition to virtual learning has impacted K-12 computing education. Key findings include: While only 18% of all teachers …
Presented at the 2017 American Education Research Association (AERA) Conference in San Antonio, TX, this research describes the practices of culturally relevant computer science pedagogy, including tenets and instructional examples. View Presentation
The Kapor Center for Social Impact Tech Inclusion Research Team presented the findings of a study on the longitudinal results of computer science exposure activities during SMASH in a poster session at the Special Interest Group on Computer Science Education (SIGCSE) 2017 Conference held in Seattle, Washington, March 8-11, 2017. Results from the study include: (1) a statistically significant increase …
The Kapor Center for Social Impact and the Alliance for California Computing Education for Students and Schools (ACCESS) released a policy brief detailing disparities in Advanced Placement Computer Science A test taking in California and the nation. Key findings of the policy brief include: Only 0.5% of the 1.9 million public HS students in CA took AP Computer Science in …
This article, which appeared in the November issue of the Association for Computer Machinery (ACM) publication Inroads, outlines the types of interventions designed to increase equity in Computer Science (CS). SMASH was highlighted as a case study within the CS equity landscape and its culturally relevant programming and pedagogies summarized. View Report
The Kapor Center for Social Impact research team produced a chapter of an IGI Global book slated for publication in 2017: “Moving Students of Color from Consumers to Producers of Technology.” The chapter examines the impact of one 5-week summer computer science program on girls’ of color aspirations and attitudes towards computer science. A second study included in the chapter …
“LPFI, the Kapor Center for Social Impact, and colleagues from UC Berkeley and El Camino College presented strategies for engaging underrepresented students of color in Computer Science at the Tapia 2016 Diversity in Computing Conference in Austin, Texas. Strategies discussed included: culturally relevant and responsive teaching methods; creating inclusive and affirming learning environments; encouraging students to choose coding projects which …
“This study, funded generously by the National Science Foundation, outlines the impact of short-term, culturally responsive computer science program for underrepresented youth of color. Chief among its findings are that a culturally responsive pedagogical framework in computer science shows promise in increasing access, knowledge, attitudes, and aspirations for underrepresented youth of color.” View Presentation
LPFI and colleagues from UC Berkeley’s Beauty and Joy of Computing (BJC) course, now part of the SMASH Computer Science curriculum, partnered to publish a summary of interventions to engage underrepresented youth of color in Computer Science for the January 2016 issue of Computer Science Teacher’s Association (CSTA) Voice (pages 9-10). View Report
Presented at the 2015 National Symposium on Student Retention (November 4, 2015), this poster illuminates the role that gender and ethnic/racial identities play in the formation of peer networks in STEM for underrepresented students of color, with a special investigation of Computer Science majors. Among its findings: ethnic/racial identities, however not gender identities, are proposed as moderators of the attainment …
“This presentation, given to the 2015 California Department of Education STEM Symposium in San Diego, CA (October 29, 2015), explored disparities in Computer Science course access in California high schools with highest proportions of: underrepresented students of color, low-income students, and English language learners. These findings, part of the Path Not Found report released earlier in 2015, were accompanied by …
The findings of the “Path Not Found:Disparities in Access to Computer Science Courses in California High Schools” were presented and discussed at the Computer Science Teachers Association Golden Gate chapter meeting (June 28, 2015). The research illuminated the disparities in access to any computer science courses for underrepresented students of color, low income students and English language learners in California …
