Stuck in the shallow end : education, race, and computing
著者
書誌事項
Stuck in the shallow end : education, race, and computing
The MIT Press, 2008
- : hardcover ; alk
- : [pbk.]
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注記
Includes bibliographical references and index
内容説明・目次
- 巻冊次
-
: hardcover ; alk ISBN 9780262135047
内容説明
The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In "Stuck in the Shallow End", Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious "virtual segregation" that maintains inequality.Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures.
Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems - including teachers' assumptions about their students and students' assumptions about themselves. "Stuck in the Shallow End" is a story of how inequality is reproduced in America - and how students and teachers, given the necessary tools, can change the system.
- 巻冊次
-
: [pbk.] ISBN 9780262514040
内容説明
An investigation into why so few African American and Latinx high school students are studying computer science reveals the dynamics of inequality in American schools.
Relatively few African American and Latinx high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious "virtual segregation" that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems-including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America-and how students and teachers, given the necessary tools, can change the system.
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