Posts tagged ‘BPC’
Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education | Cynthia Lee in KQED News
So glad to see Cynthia Lee’s list (described in this blog post) get wider coverage.
Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “What can I do today to create a more inclusive community in CS?” The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. “I know the research behind these best practices,” said Lee, “but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”
Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”
My ECEP colleagues at the University of Massachusetts Amherst, Rick Adrion and Renee Fall, led a successful NSF alliance called CAITE. One of CAITE’s most successful strategies to improve diversity at university-level CS was to make it easier for students to transfer from community colleges. Community colleges are much more diverse.
The latest reports from Google tell us more about the obstacles that CS students still face in moving from community colleges to bachelor’s degrees, and how to make it easier.
Our latest research shows that students who attend community colleges on the way to computer science (CS) bachelor’s degrees encounter many challenges and obstacles along the way. But there are many ways for community colleges and four-year colleges to work together and with industry to remove these obstacles and support students seeking to transfer into CS majors. Today, we are releasing two complementary research reports that explore the pathways that community college students follow to a bachelor’s degree in CS. The reports also examine the experiences of these students and the opportunities that exist or that might be created to ensure their successful career advancement. Longitudinal Analysis of Community College Pathways to Computer Science Bachelor’s Degrees investigates the national landscape of CS students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a CS bachelor’s degree. The companion report, Student Perspectives of Community College Pathways to Computer Science Bachelor’s Degrees, takes a complimentary in-depth and qualitative look at the experiences of students from underrepresented groups at community colleges in California, a state that enrolls one quarter of all community college students in the U.S.
African-Americans gain more in CS MS but not CS Bachelors: Minorities Gain Some Ground in CS&E Degrees
We’re seeing this in the AP CS data, too — more minority students are entering CS, but at different levels.
For African Americans, the picture in computer science is mixed. The share of bachelor’s degrees they receive has fallen off since the high point of 2007, but new data suggest that their share of master’s degrees surged for almost a decade before retreating somewhat after 2013. African Americans are actually overrepresented among Americans who receive master’s degrees.[i] Why? A report in Science Magazine cited this trend in Master’s degrees as early as 2011 and speculated that efforts to attract more African Americans into computer science graduate degrees were bearing fruit. That may well be true, but disappointing trends in bachelor’s degrees will surely thwart further progress in advanced degrees.
Google’s latest reports from their collaboration with Gallup lines up with Miranda Parker’s research interests in privilege in CS education (see preview of her RESPECT 2015 paper here). I invited her to write a guest blog post introducing the new reports. I’m grateful that she agreed.
Google, in collaboration with Gallup, has recently released new research about racial and gender gaps in computer science K-12 classrooms. A lot of the report confirms what we already knew: there are structural and social barriers that limit access to CS for black, Hispanic, and female students. I don’t mind the repeated results though–it helps form an even stronger argument that there is a dearth of diversity in computing classrooms across the country.
The report does highlight interesting tidbits that may not have been as obvious before. For example, black and Hispanic students are 1.5 and 1.7 times more likely than white students to be “very interested” in learning computer science. This knowledge, combined with the data that black and Hispanic students are less likely to have access to learning CS, creates a compelling argument for growing programs focused at these groups.
Research like this continues to push the envelope of what is known about racial and gender gaps in computer science. However, it may be time to dig deeper than visible identities and explore if there are other variables that, independently or together with the other traits, create a stronger argument for why the diversity gap exists. Does socioeconomic status better explain racial gaps? What about spatial ability? These are variables that we at Georgia Tech are looking at, as we hypothesize about what can be done to level the playing field in computing.
Today, we’re releasing new research from our partnership with Gallup that investigates the demographic inequities in K-12 computer science (CS) education in two reports, Diversity Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics and Trends in the State of Computer Science in U.S. K-12 Schools. We surveyed 16,000 nationally representative groups of students, parents, teachers, principals, and superintendents in the U.S. Our findings explore the CS learning gap between white students and their Black and Hispanic peers as well as between boys and girls and confirm just how much demographic differences matter. We’re excited to share this data to bring awareness to issues on the ground in order to help expand CS education in meaningful ways.
Insightful interview with Richard Tapia. He understands issues about broadening participation in computing and talks about them frankly.
You have said, “Underrepresentation is a much greater danger to the health of the nation than to the health of the discipline.” Can you explain what you meant by that?
The disciplines of math and science are in good shape and will continue to flourish without the involvement of women and underrepresented minorities. Of course many of the applications will be impacted by the presence of women and minorities in these application areas. But the theory will continue to be healthy without the involvement of these groups. However, the backbone of America has been mathematics, science, and engineering. We have historically led the world in these areas. Our changing demographics show that the country is becoming not only more Hispanic but significantly more. If we do not involve women and minority groups in our backbone activity, we will have no one to do the work and the nation will most certainly suffer and lose global competitiveness.
Source: People of ACM – Richard Tapia
Yep. Though I’ve seen a lot of in-classroom culture that drives out women, the bigger driver is that computing culture drives out many people, like the Stack Overflow results recently mentioned here.
Engineering classes and assignments do not “weed out” women; indeed, data show that women students do as well or better than male students in their course work. Instead, women students often point to the culture of engineering itself as a reason for leaving engineering.
This starts with activities that are designed to show novices how the profession actually does its work, how to interact with clients and other professionals, and how to exercise discretionary judgment in situations of uncertainty. Many discover that the engineering profession is not as open to being socially responsible as they hoped.
And, during the more informal, out-of-classroom training and socialization, women experience conventional gender discrimination that leaves them marginalized. These factors appear to be the main reasons these accomplished women leave their chosen profession.
Stack Overflow is an often used resource by programmers today. It’s also a barrier to women entering computing. Here’s a blog post summarizing a recent study on why women find Stack Overflow so unwelcoming.
There are many movements to get women into programming, but what about keeping them there? If they don’t feel comfortable using the resources that are available for all programmers then that is a big problem for retention in the field. To do our part in being more proactive in welcoming women into the field, we sought to uncover some reasons for this low participation.