Equity and Diversity

Colleen M. Lewis, Niral Shah, Katrina Falkner

Research output: Chapter in Book/Report/Conference proceedingChapter


It is frequently observed that some groups are underrepresented in computing. In this chapter, we provide readers with resources for understanding the roots of underrepresentation and how these can play out in computing classrooms. We begin by developing a shared set of terminology. Next, we introduce research related to implicit bias and identify the ways in which societal narratives about computing and computer scientists can produce harm and can produce these patterns of underrepresentation. We ground our review of additional literature within four hypothetical vignettes of common scenarios in computing education. The vignettes focus on research related to: structural barriers and stereotype threat, belonging and participation, biased statements in the classroom and their impact, and the importance of listening to the experiences of students from marginalized groups in computing. These vignettes also concretely illustrate the relevance of particular interventions used to attenuate inequity in computing. We hope that our chapter will spark continued research into these important issues and also support computing instructors to pursue equity and justice in their current contexts.

Original languageEnglish (US)
Title of host publicationThe Cambridge Handbook of Computing Education Research
PublisherCambridge University Press
Number of pages30
ISBN (Electronic)9781108654555
ISBN (Print)9781108496735
StatePublished - Jan 1 2019
Externally publishedYes

ASJC Scopus subject areas

  • General Social Sciences


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