TY - GEN
T1 - How equity and inequity can emerge in pair programming
AU - Lewis, Colleen M.
AU - Shah, Niral
N1 - Funding Information:
We would like to thank the students and staff of the summer enrichment program. The research reported here was supported in part by grants from the National Science Foundation (#1044106 & #1339404), and the Institute of Education Sciences pre-doctoral training grant R305B090026 to the University of California, Berkeley. The opinions expressed are those of the authors and do not represent views of the National Science Foundation or the Institute of Education Sciences.
PY - 2015/7/9
Y1 - 2015/7/9
N2 - Research suggests that pair programming increases student performance and decreases student attrition. However, less is known about the ways in which pair programming can unintentionally lead to inequitable relationships between students. Audio data were collected from pair programming interactions in a sixth-grade computer science enrichment program designed to promote equity. However, even in this context, there were surprising instances of inequity. We measured inequity by documenting the distribution of students' questions, commands, and total talk within four pairs. Analysis revealed that less equitable pairs sought to complete tasks quickly and this may have led to patterns of marginalization and domination. Notably, this focus on speed was not evident in the more equitable pairs. These findings are important for understanding mechanisms of inequity and designing equitable collaboration practices in computer science.
AB - Research suggests that pair programming increases student performance and decreases student attrition. However, less is known about the ways in which pair programming can unintentionally lead to inequitable relationships between students. Audio data were collected from pair programming interactions in a sixth-grade computer science enrichment program designed to promote equity. However, even in this context, there were surprising instances of inequity. We measured inequity by documenting the distribution of students' questions, commands, and total talk within four pairs. Analysis revealed that less equitable pairs sought to complete tasks quickly and this may have led to patterns of marginalization and domination. Notably, this focus on speed was not evident in the more equitable pairs. These findings are important for understanding mechanisms of inequity and designing equitable collaboration practices in computer science.
KW - Collaborative learning
KW - Diversity
KW - Equity
KW - Pair programming
UR - http://www.scopus.com/inward/record.url?scp=84959282768&partnerID=8YFLogxK
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U2 - 10.1145/2787622.2787716
DO - 10.1145/2787622.2787716
M3 - Conference contribution
AN - SCOPUS:84959282768
T3 - ICER 2015 - Proceedings of the 2015 ACM Conference on International Computing Education Research
SP - 41
EP - 50
BT - ICER 2015 - Proceedings of the 2015 ACM Conference on International Computing Education Research
PB - Association for Computing Machinery
T2 - 11th Annual ACM Conference on International Computing Education Research, ICER 2015
Y2 - 9 August 2015 through 13 August 2015
ER -