Unlocking the clubhouse: the Carnegie Mellon experience
ACM SIGCSE Bulletin - Women and Computing
The incredible shrinking pipeline
ACM SIGCSE Bulletin - Women and Computing
Teaching entering students to think like computer scientists
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the second international workshop on Computing education research
Women and Information Technology: Research on Underrepresentation
Women and Information Technology: Research on Underrepresentation
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Broadening participation in computing: issues and challenges
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
A bioinformatics track with outreach components
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Proceedings of the third international workshop on Computing education research
Creativity as a pathway to computer science
Proceedings of the 13th annual conference on Innovation and technology in computer science education
A typology of CS students' preconditions for learning
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Understanding computing stereotypes with self-categorization theory
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Introduction to business informatics with Greenfoot using the example of airport baggage handling
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Bringing contexts into the classroom: a design-based approach
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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In order to increase participation in Computer Science (CS), contextual approaches are often suggested for teaching. Although these approaches are quite promising, we do not know what exactly context means and how CS teaching should implement these approaches. In the broadest sense CS in context means that CS is linked to subject areas outside CS, helping students to perceive CS as a meaningful, useful, and helpful subject that is established in outside arenas. The study we present in this paper explores the characteristics of CS in context that form possible pathways into the field. For this purpose, we analyse the computing experiences of students majoring in CS-related fields. The study is part of our research project about computing processes. In this project, we investigate students' computing experiences in order to understand how students' interests, motivation, and requirements for computing develop and how computing influences their understanding of CS. In the current study, we examine general qualitative aspects of CS in context, especially activities and habits that sharpen and stabilize students' self-image and world-image. Because we find surprisingly few examples of specific contexts (such as subject areas) that are related to students' subject choice, we finish this paper with a discussion about possible reasons and conclusions for further studies.