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200 10$aStuck in the shallow end $eeducation, race, and computing /$fJane Margolis ; Rachel Estrella ... [et al.]
210  1$aCambridge, Massachusetts :$cMIT Press,$dc2008.
210  2$a[Piscataqay, New Jersey] :$cIEEE Xplore,$d[2010]
215   $a1 online resource (216 p.)
300   $aDescription based upon print version of record.
311   $a0-262-51404-4 
311   $a0-262-13504-3 
320   $aIncludes bibliographical references and index.
327   $a""Contents ""; ""Foreword""; ""Acknowledgments""; ""Introduction: The Myth of Technology as the a???Great Equalizera???""; ""1 An Unlikely Metaphor: The Color Line in Swimming and Computer Science""; ""2 Technology Rich, But Curriculum Poor""; ""3 Normalizing the Racial Divide in High School Computer Science""; ""4 Claimed Spaces: a???Preparatory Privilegea??? and High School Computer Science""; ""5 Teachers as Potential Change Agents: Balancing Equity Reform and Systemic Change""; ""6 Technology Policy Illusions""; ""Conclusion: a???The Best and the Brightesta????""; ""Afterword""
327   $a""Appendix A: Methodology: Process and Reflections""""Notes""; ""References""; ""About the Authors""; ""Index""
330   $aThe number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious "virtual segregation" that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems -- including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America -- and how students and teachers, given the necessary tools, can change the system.
606   $aChildren of minorities$xEducation (Secondary)$zUnited States
606   $aComputer science$xStudy and teaching (Secondary)$zUnited States
606   $aDigital divide$zUnited States
615  0$aChildren of minorities$xEducation (Secondary)
615  0$aComputer science$xStudy and teaching (Secondary)
615  0$aDigital divide
676   $a004.071
700   $aMargolis$b Jane$01477479
801  0$bCaBNVSL
801  1$bCaBNVSL
801  2$bCaBNVSL
906   $aBOOK
912   $a9910782115203321
996   $aStuck in the shallow end$93692666
997   $aUNINA