Does a Taste of Computing increase computer science enrollment?

August 2016


Steven McGee

The Learning Partnership

Randi McGee-Tekula

The Learning Partnership

Jennifer Duck

The Learning Partnership

Taylor White

The Learning Partnership

Ronald I. Greenberg

DePaul University

Lucia Dettori

DePaul University

Dale F. Reed

Chicago Public Schools

Brenda Wilkerson

Chicago Public Schools

Don Yanek

Loyola University

Andrew Rasmussen

University of Illinois at Chicago

Gail Chapman

University of California at Los Angeles

This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. If the course provides a meaningful and relevant experience, it will increase students’ expectancies of success as well as increase their perceived value for the field of computer science. Using survey research, we sought to measure whether the relevance of students’ course experiences influenced their expectancies and value and whether those attitudes predicted whether students pursued further computer science coursework. The results indicate that students whose course experience increased expectancies for success were more likely to take another course.

Suggested Citation

Steven McGee, Randi McGee-Tekula, Jennifer Duck, Taylor White, Ronald I. Greenberg, Lucia Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew Rasmussen, and Gail Chapman. Does a Taste of Computing increase computer science enrollment?. In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), August 2016. Atlanta, GA.