Sepehr Hejazi Moghadam

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Through surveys of 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents across the United States, this study explores perceptions, access, and barriers to computer science education at the K-12 level. We found most respondents were unable to distinguish computer literacy activities from computer science, with female,(More)
The barriers to diversity in computer science (CS) are complex, consisting of both structural and social barriers. In this paper, we focus on social perceptions for students in grades 7-12 in the U.S. using surveys of nationally representative samples of 1,672 students, 1,677 parents, 1,008 teachers, 9,805 principals, and 2,307 superintendents. Building on(More)
As computer science (CS) education expands at the K-12 level, we must be careful to ensure that CS neither exacerbates existing equity gaps in education nor hinders efforts to diversify the field of CS. In this paper, we discuss structural and social barriers that influence Blacks, Hispanics, and girls, based on surveys of 1,672 students, 1,677 parents,(More)
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