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16 - Equity and Diversity

from Systemic Issues

Published online by Cambridge University Press:  15 February 2019

By
Colleen M. Lewis ,
Niral Shah  and
Katrina Falkner
Edited by
Sally A. Fincher  and
Anthony V. Robins
Sally A. Fincher
Affiliation:
University of Kent, Canterbury
Anthony V. Robins
Affiliation:
University of Otago, New Zealand
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Summary

It is frequently observed that some groups are underrepresented in computing. In this chapter, we provide readers with resources for understanding the roots of underrepresentation and how these can play out in computing classrooms. We begin by developing a shared set of terminology. Next, we introduce research related to implicit bias and identify the ways in which societal narratives about computing and computer scientists can produce harm and can produce these patterns of underrepresentation. We ground our review of additional literature within four hypothetical vignettes of common scenarios in computing education. The vignettes focus on research related to: structural barriers and stereotype threat, belonging and participation, biased statements in the classroom and their impact, and the importance of listening to the experiences of students from marginalized groups in computing. These vignettes also concretely illustrate the relevance of particular interventions used to attenuate inequity in computing. We hope that our chapter will spark continued research into these important issues and also support computing instructors to pursue equity and justice in their current contexts.
Type
Chapter
Information
The Cambridge Handbook of Computing Education Research , pp. 481 - 510
Publisher: Cambridge University Press
Print publication year: 2019

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