Motivated by prior research of 2 public schools centrally located near venerable universities and in an area with a high need for computer science (CS) workforce skills, we conjectured what role higher education
needed to play in broadening participation, not just within the university system, but at all levels of education.
To address this issue, we sought to use a number of data sources related to high school participation along with college public rankings and research funding levels. Inconsistencies in data sources resulted in our inquiry into equity in CS participation. We offer that equitable broadening participation is multidimensional and is informed by educational prestige, resources, and social capital. Equitable broadening participation can shift the current CS education discourse from one of equality and a single measure of success to a framework focused on inclusion of underrepresented groups and policy shaping primary education through higher education pathways.
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