View From the Ground: Teacher Perspectives on Barriers to Equitable Computer Science Education (Poster 1)

• In Event: Moving Toward Just and Equitable Access to Computing Education

Abstract

1. Objectives or purposes. K-12 Computer Science (CS) education has rapidly grown over the past decade, but many schools still do not offer any CS coursework. The expansion of CS education to equitably serve all students will require understanding of obstacles hindering its growth within schools. The purpose of this research is to understand teachers’ perspectives on barriers to providing or expanding equitable, high-quality CS education.
2. Perspective(s) or theoretical framework. This research is grounded in the CAPE Framework, which posits that Capacity, Access, Participation, and Experience are foundational components to equitable CS education. Data analysis for this study are grounded in the capacity and access aspects of the CAPE framework, which claim that school, teacher, and state capacity for, and students’ ease of access to CS education are crucial aspects of expanding equitable CS education within K-12 schools.
3. Methods, techniques, or modes of inquiry. In Spring 2021, researchers developed a survey that asked respondents to rate, on an agreement Likert scale, potential barriers to providing equitable CS learning opportunities during virtual or hybrid instruction/support; potential challenges to CS instruction during the COVID-19 pandemic; potential impacts of the COVID-19 pandemic on CS learning opportunities; and potential obstacles to offering or expanding ways to learn CS during the COVID-19 pandemic.
4. Data sources, evidence, objects, or materials. The survey was administered in April 2021 to CS educators in the [REDACTED FOR ANONYMIZATION]. A total of 539 CS educators responded to the survey, yielding a response rate of 44% (539/1,215). Our study’s population of interest was middle and high school CS educators, so we removed responses from those not instructing students from grade levels 6-12, yielding an analytic sample of 349 middle and high school CS educators.
5. Results and/or substantiated conclusions or warrants for arguments/point of view. The survey results showed that middle and high school CS educators cited needing to dedicate time to other courses which are required for college preparation or standardized testing as the top barriers to offering or expanding CS education in their school. Additionally, middle and high school CS educators perceived a lack of student access to broadband internet and digital learning tools as the top barriers to equitable CS learning.
6. Scientific or scholarly significance of the study or work. CS skills and competencies are essential for students to succeed academically, professionally, and personally. This study uses a sample of middle and high school CS educators operating during the COVID-19 pandemic to identify key barriers to equitably offering or expanding CS education in middle and high schools throughout the US. While the survey was conducted during the COVID-19 pandemic, many of the findings are generalizable and relate to persistent obstacles in the K-12 US education system that hinder the equitable expansion and success of CS programs. Findings from this study provide initial direction for researchers and advocates to investigate barriers and obstacles to offering and expanding equitable CS education using more rigorous research methods.

Authors

• Ryan Torbey, American Institutes for Research

• Robert Schwarzhaupt, American Institutes for Research

• Joseph P. Wilson, American Institutes for Research

• Bridina Lemmer, American Institutes for Research