Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional Perspective

Abstract

The field of Computer Science has long been criticized for its lack of minority representation. While extensive literature documents possible causes and solutions to promote diversity, CS still falls considerably short of other STEM disciplines. Through an interdisciplinary approach, we urge that a multidimensional perspective be applied to develop and assess pedagogical strategies aimed at improving student diversity. To the best of our knowledge, our paper is the first that, in the context of CS, (1) examines the need to adopt an intersectional approach in more than just two dimensions, and (2) defines and identifies the Fallacious Archetype of a successful CS student. Also, we are the first to investigate the possibility and implication of examining certain other minority types: gender non-binary students and age-related student minorities. To conclude, we provide contextual examples that take an intersectional approach to assess CS diversity-inclusive pedagogies.