Handbook of Research on Equity in Computer Science in P-16 Education

Handbook of Research on Equity in Computer Science in P-16 Education

Jared Keengwe (University of North Dakota, USA) and Yune Tran (Montclair State University, USA)
Release Date: November, 2020|Copyright: © 2021 |Pages: 354
DOI: 10.4018/978-1-7998-4739-7
ISBN13: 9781799847397|ISBN10: 179984739X|EISBN13: 9781799847403
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Description & Coverage
Description:

The growing trend for high-quality computer science in school curricula has drawn recent attention in classrooms. With an increasingly information-based and global society, computer science education coupled with computational thinking has become an integral part of an experience for all students, given that these foundational concepts and skills intersect cross-disciplinarily with a set of mental competencies that are relevant in their daily lives and work. While many agree that these concepts should be taught in schools, there are systematic inequities that exist to prevent students from accessing related computer science skills.

The Handbook of Research on Equity in Computer Science in P-16 Education is a comprehensive reference book that highlights relevant issues, perspectives, and challenges in P-16 environments that relate to the inequities that students face in accessing computer science or computational thinking and examines methods for challenging these inequities in hopes of allowing all students equal opportunities for learning these skills. Additionally, it explores the challenges and policies that are created to limit access and thus reinforce systems of power and privilege. The chapters highlight issues, perspectives, and challenges faced in P-16 environments that include gender and racial imbalances, population of growing computer science teachers who are predominantly white and male, teacher preparation or lack of faculty expertise, professional development programs, and more. It is intended for teacher educators, K-12 teachers, high school counselors, college faculty in the computer science department, school administrators, curriculum and instructional designers, directors of teaching and learning centers, policymakers, researchers, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • College Preparation
  • Computational Thinking
  • Computing
  • Decision Making
  • Diversity
  • K-12 Education
  • Mentorship
  • Minorities
  • Second Language Learning
  • Women in Computer Science
Table of Contents
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Editor/Author Biographies
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and previously served as the coordinator of the Undergraduate Elementary Education program. His primary research interests focus on active learning, digital technologies, and social justice in higher education. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Keengwe was a recipient of the International Institute of Education Fellowship under theCarnegie African Diaspora Fellowship Program (CADFP)) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).
Dr. Yune Tran is an Associate Dean of Academic Affairs in the College of Education and Human Services at Montclair State University. With over 20 years of experience in P-16 contexts, she has served in a variety of leadership roles and capacities such as teacher, district leader, administrator, director, and department chair. Her background in teacher preparation for pedagogically-sound practices to effectively serve diverse students and families has intersected in many academic publications, conference proceedings, and presentations such as The Journal of Educational Computing Research, Multicultural Education Research Journal, Technology, Knowledge, and Learning, Journal of Education and Learning, Improving Schools Journal, the American Education Research Association (AERA), and the American Association of Colleges of Teacher Education (AACTE). Dr. Tran received a PhD in Curriculum and Instruction from The University of Texas at Austin, an MEd in Educational Leadership from Texas State University, and a BS in Child Development and Family Relations from The University of Texas at Austin.
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