Minoritized Students' Perspectives on How to Make Computer Science Education Experiences Consequential

• In Event: Equity in Computer Science and Engineering Education

Abstract

Taking a justice-oriented approach to equity in Computer Science (CS) education, this paper questions the dominant discourse in CS education and asks what truly makes CS learning consequential. Our research-practice partnership used qualitative data, specifically longitudinal student interview data, to tell the stories of minoritized youth in high school CS classrooms with their own voices. Our initial findings suggest that: 1) the freedom to express youth interests, passions, and concerns; 2) a critical lens toward computing and technology; and 3) teacher relationships are reported as the most memorable for minoritized youth after taking a CS class one semester to three years later. The findings would inform our future reform agenda aiming for a more justice-centered CS education.

Authors

• Wei Wei, University of California - Los Angeles
  Presenting Author

• Jean J. Ryoo, University of California - Los Angeles
  Presenting Author

• Alicia Morris
  Presenting Author