Breaking Down Barriers: Supporting Minoritized Learners in Undergraduate Computer Science Courses
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2024
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Haverford College. Department of Computer Science
Bryn Mawr College. Department of Computer Science
Haverford College. Department of Education
Bryn Mawr College. Department of Computer Science
Haverford College. Department of Education
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eng
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Open access
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Abstract
This work addresses the structural inequities that prevent minoritized learners from succeeding in introductory Computer Science (CS) courses at Haverford and Bryn Mawr Colleges (the “BiCo”) and beyond. In this work, I conducted a literature review, surveys, and interviews of students in introductory CS courses. I was able to survey 43 students with various backgrounds, identities, and experiences in BiCo CS courses. I found that first-generation and low-income students reported feeling underprepared for CS1 and had significantly lower ratings of self-efficacy. More broadly, minoritized students struggled with finding a sense of belonging and persisting in the CS major. Many students felt supported by the TAs, but a significant portion of students reported not having a support system beyond their peers. A number of students reported that CS1 was too difficult, time consuming, taught in ways that were not understandable to them, and inaccessible due to classroom policies. Based on these findings, I made the following recommendations: implementing CS0, standardizing CS1, improving training for CS peer educators, improving departmental coordination, as well as shifting the CS departmental culture. Following through on these changes will make CS more inclusive, accessible, and welcoming toward minoritized students.