Viewing video-taped role models improves female attitudes toward computer science
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Still a stranger here: attitudes among secondary school students towards computer science
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Journal on Educational Resources in Computing (JERIC) - Special Issue on Gender-Balancing Computing Education
Making computer science minority-friendly
Communications of the ACM - Next-generation cyber forensics
An introductory course format for promoting diversity and retention
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Increasing diversity in k-12 computer science: strategies from the field
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Understanding computing stereotypes with self-categorization theory
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Creating the digital logic concept inventory
Proceedings of the 41st ACM technical symposium on Computer science education
A people-first approach to programming
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Hi-index | 0.00 |
This paper discusses two case studies of students observed in an introductory computer science (CS1) course. Observations reinforce notions of the potential benefits of culturally and personally relevant instruction in the computer science (CS) classroom and call into question the stigmatization of 'nerd' culture within the literature of CS education. As this study is qualitative and exploratory in nature, it does not provide definitive, statistically generalizable findings -- however, it does unearth nuanced and potentially beneficial pathways of investigation for CS educators and researchers that many quantitative methods might miss. Specifically, observations highlight potential benefits of supporting students' perceptions of more diverse CS identities including broader understandings of the "CS nerd" identity.