Toward an Emergent Theory of Broadening Participation in Computer Science Education
Ms. Ortiz is a teacher at Chavez Middle School, an urban school in Delaware where the majority of the students are Hispanic/Latinx. There are also many Black/African-American students, and few Native American students.
CHAVEZ MIDDLE SCHOOL
Ms. Ortiz learned that it is important to provide students with new ways of experiencing and thinking about computer science, instead of continuing to expose students to traditional, mundane programs like business software and internet use.
One day, Ms. Ortiz ran into a teacher from a school on the other side of town. The teacher raved about all of the Computer Science education her students were getting and how amazing her students were doing in the program. Ms. Ortiz felt sad and frustrated that her students were not given the same opportunity.
Ms. Ortiz learned that guided discovery leads to more effective computer science learning and outcomes for students. In guided discovery, students are supported in the ways they need to understand computational thinking concepts, but not too much where the teacher is dictating their total learning and outcomes.
The article described a study that implemented different instruction units to support student designs and exploration in hopes of motivating them to get more involved in Computer Science. Of the students in the study, 53.2% were White, 43.0% Hispanic or Latina/o, 13.5% Black, 10.5% Native American, and 6.2% Asian/Pacific Islander.
53.2% White 43.% Hispanic/Latino/a 13.5% Black 10.5% Native American 6.2% Asian/Pacific Islander