A Landscape Study: Computer Science (CS) Education State Supervisors and Their Role in Developing Equitable CS Pathways
Saved in:
| Title: | A Landscape Study: Computer Science (CS) Education State Supervisors and Their Role in Developing Equitable CS Pathways |
|---|---|
| Language: | English |
| Authors: | Janice Mak, Carolina Torrejon Capurro, Marissa Castellana, Megean Garvin |
| Source: | Journal of Technology and Teacher Education. 2025 33(1):109-145. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2239481 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Computer Science Education, Equal Education, Access to Education, Educational Policy, Guidelines, Sociocultural Patterns, Systems Approach, Barriers, State Agencies, Administrator Attitudes, Administrator Surveys, Work Environment, State Policy, Policy Analysis, Administrator Characteristics, Supervisors, Kindergarten, Elementary Secondary Education |
| ISSN: | 1059-7069 1943-5924 |
| Abstract: | This landscape study explored structural barriers to diversity in computing education by focusing on Computer Science Education State Supervisors (CSEdSS) in state education agencies. Positioned in 41 states, CSEdSS play a crucial role in ensuring equitable access to K-12 CS learning pathways. Despite efforts to expand CS education policy, equity issues in access persist. Based on a survey of CSEdSS (n=32) with a 78% response rate, we applied the Capacity for, Access to, Participation in, and Experience of (CAPE) Framework to analyze CSEdSS survey responses to questions about how they enact their role and the ways in which equity in CS education impacts their work. Findings revealed that CSEdSS leveraged the opportunities available to them to build capacity and advance equitable access to CS education across diverse state contexts, even as they navigated systems that present challenges to equitable implementation. The results highlighted the importance of using a critical analysis approach to interrogate policy enactment through a sociocultural and systems-based lens, addressing the complexities of implementing CS education policies at macrosystem, mesosystem, and microsystem levels to support inclusive and equitable pathways in CS education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://learntechlib.org/primary/p/225057/ |
| Accession Number: | EJ1472002 |
| Database: | ERIC |
Be the first to leave a comment!
