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Peer-reviewed article

Take space, make space: how students use computer science to disrupt and resist marginalization in schools

September 27, 2020 | Informal/Formal Connections

Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward “CS for All.” This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all.

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  • 2015 05 22 Screen Shot 2015 05 22 at 3
    Jean Ryoo
    Author
    University of California Los Angeles
  • Tiera Tanksley
    Author
    University of Colorado Boulder
  • Cynthia Estrada
    Author
    University of California Los Angeles
  • Jane Margolis
    Author
    University of California Los Angeles

    • Citation

    DOI : 10.1080/08993408.2020.1805284
    Publication Name: Computer Science Education
    Volume: 30
    Number: 3
    Page Number: 337-361
    Resource Type: Research Products
    Discipline: Computing and information science | Education and learning science
    Audience: Youth/Teen (up to 17) | Educators/Teachers | Learning Researchers
    Environment Type: Informal/Formal Connections | K-12 Programs
    Access and Inclusion: Ethnic/Racial | Women and Girls | Low Socioeconomic Status | Urban

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