0 Stuck in the Shallow End

This mornings plenary speaker is Dr. Jane Margolis. I mentioned her work in a previous post, as she is one of the major reasons why I wanted to attend this conference. Her work in education, race and computing motivates and drives my life's work.

How do academic fields get segregated? Why does education have a deep history of inequity? "This is the issue we've been uncovering by looking at computer science." Under representation in CS is a contemporary window into how inequality is reproduced in this country.

The myth: Technology is the great equalizer.

• disparities in access along the race and class lines
• which students are learning to do what with technology

Stories from the 3 schools
East River High School

• Technology rich but curriculum poort
• No AP CS, but an Internet publishing class
• Cut and paste curriculum
• CS vocational, not academic
• 1 programming class that lasted 2 years, by a math teacher (on his own); but the class did not last because it was not aligned with the priorities of the school; the computer class could only fit 20 students
  
• "If computer science is not at the academic core, it is going to be put out ..."
• There was interest, but not courses
• These rudimentary classes became a "dumping ground" for students with interest in computing

Westward Senior High Math Science Aerospace Magnet

• Dr. Margolis described this as the most disturbing school
  
• Students often described as "lazy, not movitated, not capable, not up to it ..."
• Introduction to computers - 2 periods (taught by a history teacher)
  
• Internet Publishing - 2 periods
• 30% of the students interviewed at the school were self-described as "techies"
• Principal - "I just want students to be functional when they leave here."

Canyon High School

• Located in the white, wealthy part of LA
• 1/3 of students from the neighborhood, 2/3 of students (African American) from other neighborhoods
  
• Full array of CS courses, but little to no participation of students of color or females
• Programming actually turned off the kids to computer science, by the way that it was taught.
• While this is an integrated school with a diverse population, it was really "two schools in one."
• Preparatory Privilege = the "gift of computing"

What was happening in computer science, is similar to what is going on in many other subjects. The self-fulfilling prophecy across all three schools is best described by Shirley Malcolm:

Lack of authentic access gets translated into victim blaming, while preparatory privilege gets translated into a gift of computing, yielding the ultimate self-fulfilling prophecy.

Despite all the issues, they found that the interest in computing is there, but the courses are not.

So they formed The Computer Science Equity Alliance
Mission: to help build capacity to expand access to college preparatory computer science learning opportunities and to broaden participation.
- In two years time, they had significant results.

And designed a Pre-AP course titled, Exploring Computer Science.

Their model for K-12/University Alliance to Help Build School Capacity: To Broaden Participation in Computing you need Technical Changes, Normative Changes and Political Changes.

• college prep currciulum
• engage diverse students
• new pedagogy
• create a pipeline of courses
• teacher leaders are key
• need CS certification
• must win support of district, state, washington DC
• need a Methods course at the college level
• Resources, resources, resources

"It's a question of STOLEN ACCESS ... and you can really see it in computer science."

Jane ended her talk with a picture of PRESIDENT Barack Obama in an office with his feet kicked up on the desk and described that we are in a NEW historical moment. "We have to think bigger than we ever thought before." Listening to her talk really confirmed by career aspirations and re-energized me for the work that God has set out for me to complete.



Reading List
Ensuring Exemplary Teaching in an Essential Discipline (CSTA)