Week 9 Response

“Stuck in the Shallow End (2008) reveals how these beliefs about a narrow strata of students having “high potential” in computer science is laden with racial, gender, socioeconomic biases and plays out in schools through tracking, course assignments, course availability, and instructional resources [12]. As explained by educational researcher Carol Dweck, this type of evaluation of students is the result of a “fixed mindset”—a static view of intelligence that negatively impacts teachers’ assessment and attitudes towards students, as well as students’ performance in school [6]. Instead, increasing diversity requires a “growth” mindset, which centers on a belief that all students with quality education can grow in their capacity and engagement. Our mission is to build talent, to assure that all students have access to equitable and engaging computer science knowledge.” (Margolis et al., 2015)

The way Margolis et al. uses fixed mindset on teachers in the above quote is both provocative and challenging. The focus on professional development and common sense measures, like moving from AP CS to a scaffolded curriculum, is a really powerful way of shifting the conversation away from descriptions of student failure toward improving the learning environment. This article struck me as quite radical for that framing, and I hope we get a chance to discuss it in class.