Teacher and Student Experiences in a Gender-Inclusive Secondary Computer Science Program: Strategies for Broadening Participation

• In Event: Critical Perspective on Technology Integration in Secondary and Higher Education

Abstract

Despite a nationwide emphasis on increasing computer science (CS) education access, there are considerable equity issues within the field, including a significant gender gap. We conducted an ethnographic case study within a classroom at Forest View High School (FVHS) where female student participation in CS was consistently higher than state averages. Our goal was to better understand teacher and student experiences, and to explore how the program achieved more equitable levels of CS participation. Data were generated over three months through observations, interviews, course documents, and reflections. Numerous practices were in place to support broadening female participation (e.g., women role models, engaging curriculum). Notably, while gender-based stereotypes appeared absent, nerd-genius stereotypes existed surrounding who could and could not do CS.

Authors

• Mike Karlin, California State University - Dominguez Hills

• Anne Leftwich, Indiana University

• Yin-Chan Janet Liao, East Carolina University