Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

4-23-2018

Journal or Book Title

Computer Science Education

Volume

27

Issue

3-4

First Page

229

Last Page

247

DOI

10.1080/08993408.2018.1457899

Abstract

This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.

Comments

This accepted article is published as Rodriguez, S. L., Lehman, K. (2018). Developing the Next Generation of Diverse Computer Scientists: The Need for Enhanced, Intersectional Computer Science Identity Theory. Computer Science Education. 27(3-4); 229-247. Doi: 10.1080/08993408.2018.1457899. Posted with permission.

Copyright Owner

Taylor and Francis Online

Language

en

File Format

application/pdf

Available for download on Wednesday, October 23, 2019

Published Version

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