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Autor/inn/enPantic, Katarina; Clarke-Midura, Jody; Poole, Frederick; Roller, Jared; Allan, Vicki
TitelDrawing a Computer Scientist: Stereotypical Representations or Lack of Awareness?
QuelleIn: Computer Science Education, 28 (2018) 3, S.232-254 (23 Seiten)
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ZusatzinformationORCID (Pantic, Katarina)
ORCID (Clarke-Midura, Jody)
ORCID (Roller, Jared)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0899 3408
DOI10.1080/08993408.2018.1533780
SchlagwörterStereotypes; Computer Science; Disproportionate Representation; Gender Differences; Freehand Drawing; Middle School Students; Student Attitudes; Programming; Computer Science Education; Summer Programs; Knowledge Level; Cognitive Tests; Personality Measures; Projective Measures; Scientists; Computer Software; Draw a Person Test
AbstractStereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a "nerd" culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants' drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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