Stuck in the Shallow End: Education, Race, and Computing

216 Pages·2008·0.54 MB·English

by  Jane Margolis

ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÒÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞBÞrown v. Board of EducationÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÓ ÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÑGeÞffrÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÕÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞFÞist Stick Knife ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Gun: A Personal History of Violence in America ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÒÞIn Stuck in the Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Þ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞt inßuÞÞÞe ÔÞÞÞÞÞÞÞÞÞÞÞÞÕ This bÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞSÞtuck in the Shallow EndÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÓ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÑInÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Þ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Þ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÒÞThis is a hiÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÓ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞs a ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÑMÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞSÞtÞuck in the Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Ò Stuck in the Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ M
D
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞffÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ D
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÓ in an affluÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞy ÞnÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ AL
ÑMÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÒÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÓ thÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ IM
Þ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞffÞÞÞÞÞÞÞÞ #
Ò Stuck in the Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ 973
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ 9
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ 4
9
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞffÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ 0
7
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ /1
0
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞs ÞnÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ /08
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÓ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ C
ÑÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ Y
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞSÞtuck in the A
N
Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ M
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞffÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ A
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ G
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÑinÞÞÞÞÞÞÞÞ Y
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÕÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ EL
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÕsÞ ÞÞÞÞÞÞÞÞÕ aÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞSÞtuck in the B
ÞÞÞÞÞÞÞÞÞÞÞÞÞ L
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ Shallow EndÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ K
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞUnlocking the Club- ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞaÑanÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
house: Women in ComputingÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞ ÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞÞ
Stuck in the Shallow End

Stuck in the Shallow End
Education, Race, and Computing
Jane Margolis
Rachel Estrella
Joanna Goode
Jennifer Jellison Holme
Kimberly Nao
The MIT Press
Cambridge, Massachusetts
London, England
© 2008 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any
electronic or mechanical means (including photocopying, recording, or informa-
tion storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business
or sales promotional use. For information, please email <special_sales@mitpress
.mit.edu> or write to Special Sales Department, The MIT Press, 55 Hayward
Street, Cambridge, MA 02142.
This book was set in Sabon by Graphic Composition, Inc. Printed and bound in
the United States of America.
Library of Congress Cataloging- in- Publication Data
Margolis, Jane.
Stuck in the shallow end : education, race, and computing / Jane Margolis with
Rachel Estrella . . . [et al.].
p. cm.
Includes bibliographical references and index.
ISBN 978-0-262-13504-7 (hardcover : alk. paper)
1. Computer science— study and teaching (Secondary)—United States. 2. Chil-
dren of minorities—Education (Secondary)—United States. 3. Digital divide—
United States. I. Title.
QA76.27.M347 2008
004.071—dc22
2008013827
10 9 8 7 6 5 4 3 2 1
Contents
Foreword vii

Shirley Malcom
Acknowledgments ix

Introduction: The Myth of Technology as the “Great Equalizer” 1

1 An Unlikely Metaphor: The Color Line in Swimming and Computer
Science 17

2 Technology Rich, But Curriculum Poor 27

3 Normalizing the Racial Divide in High School Computer Science 51

4 Claimed Spaces: “Preparatory Privilege” and High School Computer
Science 71

5 Teachers as Potential Change Agents: Balancing Equity Reform and
Systemic Change 97

6 Technology Policy Illusions 117

Conclusion: “The Best and the Brightest”? 133

Afterword 141

Richard Tapia
Appendix A: Methodology: Process and Refl ections 145

Notes 163

References 179

About the Authors 193

Index 195

Foreword
Shirley Malcom
When I agreed to read and comment on Stuck in the Shallow End: Edu-
cation, Race, and Computing, I could not have imagined that a r esearch-
based document could have stirred such visceral reactions—from sorrow
to rage, from despair to hope. The book tells stories: about the struggle of
young people to make a place for themselves in a knowledge- based econ-
omy through the study of computing; about expectations and assump-
tions of capacity based on the race, gender, or social class of students;
about the personal interactions of students and teachers or students with
each other that preserve a stratifi ed intellectual class system; and about
the unintended consequences of well intentioned policies at every level.
While Stuck in the Shallow End is ostensibly about access and denial
of access to high school–level courses in computer science based on race,
sex, and socioeconomic status, it is also a larger treatise on the potential
and reality of education to remove barriers and to support social and
economic equality. The authors relate the outcomes of their examination
of courses and course taking at three high schools that differed widely by
demographics, and advertised and real access to programs in computer
science. The study of computer science can be seen as a possible route to
future economic opportunity. Yet we are shown three different examples
of where local, state, and national circumstances conspired in a “perfect
storm” to reinforce entrenchment of privilege and intellectual impoverish-
ment. Lack of authentic access gets translated into victim blaming while
preparatory privilege gets translated into a “gift for computing,” yielding
the ultimate self- fulfi lling prophecy.
Hope was stirred when the authors shifted roles from observers to
change agents, seeking to address some of the structural problems feed-
ing the inequalities. As they started with the teachers, seeking to create a
learning community, helping to bring more energy and creativity to their
viii Foreword
teaching, and bringing university colleagues on board, I cheered their
decisions to become involved. But as I continued to read, my worst fears
were realized—shifts in personnel, external policy pressures, and other
circumstances yielded a loss of ground. Yet, ultimately, hope was sus-
tained by the knowledge that local actions can make a difference. Now it
is up to the rest of us to affect the policy environments—local, state, and
federal—so that system transformation is possible.
I thought long and hard about why I had such a reaction to this book.
Perhaps it was because, even though my background is in the life sciences,
so much of it felt like my own story—a highly motivated, reasonably in-
telligent student in a terribly under- resourced school in the segregated
South. Moving to college where I was “the only” in so many classes, I
identifi ed with the student who felt the need to “represent,” to be present
and to do well, even while knowing that I had to run harder to catch up
and keep up. I knew what it was like to be “lost” in class but unwilling
to ask questions in that setting and labeled as dumb, and to fi nally reach
out for help knowing that I was not dumb but under- prepared. I was
fortunate to fi nd the intellectual and social supports to stay with it until I
could gain my footing. And once that happened I was able to move into
the deep end of the pool.
That is the challenge that lies ahead. Now that we know the barriers
can we begin to address them? Can we take the existing educational sys-
tem that, according to economist Isabel Sawhill of the Brookings Insti-
tution, reinforces the status quo and change it to one that offers real
opportunity? The answers lie with us, in our willingness to speak truth
to those in power, to accept nothing less than real opportunities for all
children, and to take on the responsibilities to be true to our democratic
ideals. No matter where students begin, we must not let their aspirations
die in the shallow end of the pool.
Acknowledgments
This book has been made possible through years of conversation and
deep partnerships.
Without the ongoing support of key people in the Los Angeles Uni-
fi ed School District (LAUSD) we would not have been welcomed into the
schools for our research and, later, our partnership programs. Specifi -
cally, Dr. Todd Ullah, director of secondary science for the LAUSD, John
Kwan, Dr. Themy Sparangis, and Dr. Diane Watkins have lent invalu-
able support for developing more computer science learning opportuni-
ties in Los Angeles schools. The LAUSD teachers have provided us with
insights and demonstrated a remarkable commitment to teaching in their
schools. We are particularly thankful to the teachers who have allowed
us to share their stories in this book and for those who have participated
in the summer institute and AP Readiness program for their willingness
to devote their time and energy to increase access to computer science
for underrepresented students. This book is a testament to the conditions
they face, and the tireless work they do on a daily basis. But, it is for the
LAUSD students and others around the country that we write. We watch
with respect as they continuously navigate a system that is fi lled with ob-
stacles, that is not providing them with what they deserve. Their strength
and determination are models of accomplishment.
Years of intellectual guidance and collaboration with colleagues at the
Institute for Democracy, Education, and Access at the University of Cali-
fornia at Los Angeles (UCLA) have helped us frame our thoughts, think
through what we were discovering, and how we were to present our
fi ndings. We are most grateful for the years of conversation with Jeannie
Oakes, John Rogers, Marisa Saunders, Karen Quartz, Jesse Moya, and
recently Sophie Fanelli. Our frame for thinking about computer science